2025
2025-12-15
10.17192/ziaf.2025.5.1.8793
urn:nbn:de:hebis:04-0009-2025-354-87938
keine Angabe
Teacher interventions following test takers’ interactional troubles during classroom-based paired speaking tests at lower level
This paper analyses the behaviour and interventions of four teachers during authentic classroom-based paired speaking tests (n=21) in lower secondary schools in the German as a foreign language classroom (target level: A2). Conversation analysis was used to explore the tests with regard to two questions: a) How do the teacher-examiners intervene when the student-examinees face interactional troubles? b) What effect do these interventions have on the progressivity of the peer interaction and on the test takers’ independent interactional trouble solving? The analysis shows that the scope and type of interventions vary greatly depending on the teacher and that, while most of these attempts at collaborative assistance are beneficial for the progressivity of the peer interaction, they do not foster test takers’ independent interactional trouble solving ability. Only the permission to deviate from the task is conducive to both progressivity and test takers’ independent interactional trouble solving.
Interaktionsprobleme
conversation analysis
examiner behaviour
Prüferverhalten
German as a foreign language
classroom-based assessment
classroom-based assessment
Deutsch als Fremdsprache
interactional troubles
2025
PeriodicalPart
2025-12-15
https://journals.uni-marburg.de/0009/2025/354/cover.png
1
Kooperation und Interaktion in DaFZ
https://doi.org/10.17192/ziaf.2025.5.1
urn:nbn:de:hebis:04-0009-2025-3541
urn:nbn:de:hebis:04-00094
2750-249X
Sprachwissenschaft, Linguistik
Language, Linguistics
Fachbereich Germanistik und Kunstwissenschaften
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3101186-X
Periodical
Deutschhausstraße 9, 35037 Marburg
Marburg
Philipps-Universität Marburg
Zeitschrift für Interaktionsforschung in DaFZ
application/pdf
5
Vol 5 No 1 (2025)
article
Teacher interventions following test takers’ interactional troubles during classroom-based paired speaking tests at lower level
2025
urn:nbn:de:hebis:04-0009-2025-354-87938
Universitätsbibliothek Marburg
Publikationsserver der Universitätsbibliothek Marburg
https://journals.uni-marburg.de/0009/2025/354/8793/8793.png
This paper analyses the behaviour and interventions of four teachers during authentic classroom-based paired speaking tests (n=21) in lower secondary schools in the German as a foreign language classroom (target level: A2). Conversation analysis was used to explore the tests with regard to two questions: a) How do the teacher-examiners intervene when the student-examinees face interactional troubles? b) What effect do these interventions have on the progressivity of the peer interaction and on the test takers’ independent interactional trouble solving? The analysis shows that the scope and type of interventions vary greatly depending on the teacher and that, while most of these attempts at collaborative assistance are beneficial for the progressivity of the peer interaction, they do not foster test takers’ independent interactional trouble solving ability. Only the permission to deviate from the task is conducive to both progressivity and test takers’ independent interactional trouble solving.
Interaktionsprobleme
conversation analysis
2025-12-15
examiner behaviour
https://doi.org/10.17192/ziaf.2025.5.1.8793
Prüferverhalten
German as a foreign language
German
Elisabeth
Peyer
Peyer, Elisabeth
Gabriela
Lüthi
Lüthi, Gabriela
Nadia
Ravazzini
Ravazzini, Nadia
classroom-based assessment
2025-12-15
application/pdf
2025-12-15
classroom-based assessment
An exploration of (non) interventions and their effects on progressivity and test takers’ independent interactional trouble solving
Deutsch als Fremdsprache
interactional troubles
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PDF
PRESERVATION_MASTER
application/pdf
8624
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8624