2025
2025-12-15
10.17192/ziaf.2025.5.1.8958
urn:nbn:de:hebis:04-0009-2025-354-89585
keine Angabe
Sprachliche Praktiken zur Herstellung von Intersubjektivität in mündlichen Paarprüfungen
This study examines intersubjectivity as a key component of L2 interactional competence in German as a foreign language within paired speaking tests. Drawing on 21 simulated examinations with learners from A2 to C1 levels, the analysis focuses on linguistic practices used to establish shared understanding. The findings reveal clear, level-specific developments: from simple listener signals, often transferred from the L1, at lower levels to more nuanced feedback, elaborated co-constructions, and contextually integrated self-repairs at higher levels. Results highlight that L2 interaction entails specific demands that require targeted pedagogical support and explicit consideration in assessment criteria. The study offers implications for language teaching, test design, and further research into intersubjective language use in L2 contexts.
linguistic practices
intersubjectivity
sprachliche Praktiken
Intersubjektivität
L2 interactional competence
mündliche Paarprüfungen
L2-Interaktionskompetenz
oral examens
linguistic practices
2025
intersubjectivity
2025-12-15
sprachliche Praktiken
Intersubjektivität
German
urn:nbn:de:hebis:04-0009-2025-354-89585
L2 interactional competence
Sprachliche Praktiken zur Herstellung von Intersubjektivität in mündlichen Paarprüfungen
article
2025-12-15
application/pdf
mündliche Paarprüfungen
https://journals.uni-marburg.de/0009/2025/354/8958/8958.png
L2-Interaktionskompetenz
https://doi.org/10.17192/ziaf.2025.5.1.8958
Universitätsbibliothek Marburg
Publikationsserver der Universitätsbibliothek Marburg
This study examines intersubjectivity as a key component of L2 interactional competence in German as a foreign language within paired speaking tests. Drawing on 21 simulated examinations with learners from A2 to C1 levels, the analysis focuses on linguistic practices used to establish shared understanding. The findings reveal clear, level-specific developments: from simple listener signals, often transferred from the L1, at lower levels to more nuanced feedback, elaborated co-constructions, and contextually integrated self-repairs at higher levels. Results highlight that L2 interaction entails specific demands that require targeted pedagogical support and explicit consideration in assessment criteria. The study offers implications for language teaching, test design, and further research into intersubjective language use in L2 contexts.
2025-12-15
Kathrin
Siebold
Siebold, Kathrin
Karin
Aguado
Aguado, Karin
oral examens
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
https://journals.uni-marburg.de/0009/cover.png
3101186-X
Periodical
Deutschhausstraße 9, 35037 Marburg
Marburg
Philipps-Universität Marburg
Zeitschrift für Interaktionsforschung in DaFZ
application/pdf
5
Vol 5 No 1 (2025)
PRESERVATION_MASTER
VIEW
PDF
PRESERVATION_MASTER
application/pdf
8618
//journals.uni-marburg.de/ziaf/article/download/8958/8618
8618