Teacher interventions following test takers’ interactional troubles during classroom-based paired speaking tests at lower level An exploration of (non) interventions and their effects on progressivity and test takers’ independent interactional trouble solving

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 quest...

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