Assessing Interactional Competence : Principles, Test Development and Validation Through an L2 Chinese IC Test

• Autore: Harsch Claudia
• Pubblicazione: Frankfurt a.M. : , : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (448 pages)
• Disciplina: 465.180071
• Soggetto topico: Second language acquisition; Discourse analysis
• Altri autori: DaiDavid Wei
• Nota di contenuto: Cover -- Series Information -- Copyright Information -- Table of Contents -- List of Tables -- Preface -- Foreword -- Summary of the Book -- 中文概 (Summary of the Book in Chinese) -- Acknowledgements -- List of Tables -- List of Figures -- List of abbreviations -- Chapter 1 Introduction -- Chapter 2 Literature review -- 2.1 A philosophical account of interaction -- 2.1.1 Interaction and pragmatics -- 2.1.2 An intentionalist perspective on interaction -- 2.1.3 A rationalist-utilitarian perspective on interaction -- 2.1.4 An empiricist-interactional perspective on interaction -- 2.1.5 A unified account of interaction for assessment -- 2.2 Interaction in computer-mediated communication -- 2.2.1 CMC and L2-speaker interaction -- 2.2.2 An empiricist-interactional approach to CMC -- 2.2.3 Five CMC considerations for test design -- 2.3 Defining an IC construct: A theoretical discussion -- 2.3.1 A brief history of IC -- 2.3.2 Assessing IC -- 2.3.3 Differentiating speaking/LC and talking/IC -- 2.3.4 Strong on speaking/LC but weak on talking/IC -- 2.3.5 Strong on talking/IC but weak on speaking/LC -- 2.4 Defining an IC construct: An operational discussion -- 2.4.1 Are we measuring talking/IC or speaking/LC? -- 2.4.2 Separating IC from LC -- 2.4.3 Going beyond the mechanics of interaction: Hymes and Goffman revisited -- 2.4.4 Emotional, logical and moral IC markers -- 2.4.5 Aristotelian artistic proofs: Pathos, logos, and ethos -- 2.4.6 Membership categorization analysis: Categorial IC markers -- 2.5 Designing IC test tasks -- 2.5.1 From the target language domain to a test -- 2.5.2 Task-based needs analysis -- 2.5.3 Triangulation in needs analysis -- 2.5.4 Paucity of TBNA in L2 Chinese -- 2.6 Designing IC rating materials -- 2.6.1 IC rating materials development -- 2.6.2 The rater perspective and indigenous criteria. ; 2.6.3 Test-taker exemplars in IC rating -- Chapter 3 Interpretive argument and research design -- 3.1 The inferences and assumptions in the interpretive argument -- 3.1.1 The domain description inference -- 3.1.2 The evaluation inference -- 3.1.3 The generalization inference -- 3.1.4 The explanation inference -- 3.1.5 The extrapolation inference -- 3.2 The design of the three studies -- 3.2.1 Study one, relevant assumptions and research questions -- 3.2.2 Study two, relevant assumptions and research questions -- 3.2.3 Study three, relevant assumptions and research questions -- Chapter 4 Study one: Task-based needs analysis and test design -- 4.1 Methodology of study one -- 4.1.1 Participants -- 4.1.1.1 TBNA participants -- 4.1.1.2 Test design participants -- Item review and moderation participants -- Norming session participants -- 4.1.2 Instruments -- 4.1.2.1 TBNA instruments -- Hermeneutic-Socratic interviews -- Longitudinal reflective diaries -- 4.1.2.2 Test design instruments -- Norming questionnaires -- 4.1.3 Procedures -- 4.1.3.1 TBNA procedure -- 4.1.3.2 Test design procedure -- 4.1.4 Data analysis -- 4.1.4.1 TBNA data analysis -- 4.1.4.2 Test design data analysis -- 4.2 Results and initial discussion of study one -- 4.2.1 TBNA results -- 4.2.1.1 Social actions -- 4.2.1.2 Sociopragmatic and pragmalinguistic issues -- 4.2.1.3 Interactional features and content knowledge -- 4.2.1.4 Linguistic issues and multimodal cues -- 4.2.2 The test specifications -- 4.2.3 Generating draft items -- 4.2.4 Revising the draft items -- 4.2.5 Finalizing the IC test -- Chapter 5 Study two: Pilot test, indigenous criteria, and rating materials -- 5.1 Methodology of study two -- 5.1.1 Participants -- 5.1.1.1 Pilot test test-takers -- 5.1.1.2 Pilot test raters -- 5.1.1.3 Everyday-life domain experts -- 5.1.2 Instruments -- 5.1.3 Procedures and data analysis. ; 5.1.3.1 Pilot testing -- 5.1.3.2 Eliciting DEs' indigenous IC criteria -- 5.1.3.3 Developing a DEs' indigenous IC criteria rating scale -- 5.1.3.4 Theoretically expanding the IC rating scale -- 5.2 Results and initial discussion of study two -- 5.2.1 Pilot test findings -- 5.2.2 Domain experts' indigenous IC criteria -- 5.2.2.1 Conflict management -- 5.2.2.2 Solidarity promotion -- 5.2.2.3 Reasoning skills -- 5.2.2.4 Personal qualities -- 5.2.2.5 Social relations -- 5.2.2.6 Linguistic choices -- 5.2.2.7 Prosodic features -- 5.2.2.8 The structure of talk -- 5.2.2.9 Strategies, cultural norms, and miscellaneous -- 5.2.3 An indigenous IC rating scale -- 5.2.3.1 Collapsing indigenous criteria into five rating categories -- 5.2.3.2 Identifying steps in the rating categories -- 5.2.3.3 Identifying sub rating categories and extracting descriptors -- 5.2.3.4 Indigenous rating category: Conflict management -- 5.2.3.5 Indigenous rating category: Solidarity promotion -- 5.2.3.6 Indigenous rating category: Personal qualities -- 5.2.3.7 Indigenous rating category: Reasoning skills -- 5.2.3.8 Indigenous rating category: Social relations -- 5.2.4 CA and MCA validation and the generation of exemplars -- 5.2.4.1 The rationale behind the CA and MCA validation of the scale -- 5.2.4.2 The sample test task and the pilot test test-takers selected -- 5.2.4.3 Theorizing conflict management and social relations -- 5.2.4.4 Theorizing solidarity promotion and reasoning skills -- 5.2.4.5 Theorizing personal qualities -- 5.2.4.6 Address terms in social role management -- 5.2.4.7 Categories and predicates -- 5.2.4.8 Beginner L2-speakers' category knowledge -- 5.2.4.9 The power of categorization -- 5.2.5 A theorized IC rating scale -- 5.2.5.1 Theorized rating category: Disaffiliation control -- 5.2.5.2 Theorized rating category: Affiliation promotion. ; 5.2.5.3 Theorized rating category: Morality -- 5.2.5.4 Theorized rating category: Reasoning -- 5.2.5.5 Theorized rating category: Social role management -- 5.2.6 A unified model of IC -- Chapter 6 Study three: The IC test and accompanying questionnaires -- 6.1 Methodology -- 6.1.1 Participants -- 6.1.1.1 Main testing test-takers -- 6.1.1.2 Main testing test-taker peers -- 6.1.1.3 Main testing IC test raters -- 6.1.2 Instruments -- 6.1.2.1 The IC test -- 6.1.2.2 Test-taker background questionnaires -- 6.1.2.3 Self and peer-assessment questionnaires -- 6.1.2.4 Rater training materials -- 6.1.3 Procedures -- 6.1.3.1 Administering the IC test and questionnaires -- 6.1.3.2 Training raters -- 6.1.3.3 Rater rating -- 6.1.4 Data analysis -- 6.2 Results and initial discussion -- 6.2.1 Rasch analyses of IC test scores -- 6.2.1.1 The Wright map -- 6.2.1.2 The candidate measurement report -- 6.2.1.3 The rater measurement report -- 6.2.1.4 The criterion measurement report -- 6.2.1.5 The item measurement report -- 6.2.1.6 The rating scale category functioning -- 6.2.1.7 The dimensionality of the data structure -- 6.2.2 Correlation between IC and LC -- 6.2.3 Rasch analyses of questionnaires -- 6.2.3.1 The disaffiliation control sub-section -- 6.2.3.2 The affiliation promotion sub-section -- 6.2.3.3 The morality sub-section -- 6.2.3.4 The reasoning sub-section -- 6.2.3.5 The social role management sub-section -- 6.2.3.6 Overall results of self and peer IC questionnaires -- 6.2.4 Correlation between the IC test and questionnaires -- 6.2.5 Rasch analyses of extrapolation and attitude items -- 6.2.5.1 Explicit extrapolation questions -- 6.2.5.2 Test-taker attitude questions -- Chapter 7 Validity argument and overall discussions -- 7.1 The domain description inference -- 7.1.1 Domain description assumption 1 -- 7.1.2 Domain description assumption 2. ; 7.1.3 Domain description assumption 3 -- 7.1.4 Domain description assumption 4 -- 7.2 The evaluation inference -- 7.2.1 Evaluation assumption 1 -- 7.2.2 Evaluation assumption 2 -- 7.2.3 Evaluation assumption 3 -- 7.2.4 Evaluation assumption 4 -- 7.3 The generalization inference -- 7.3.1 Generalization assumption 1 -- 7.3.2 Generalization assumption 2 -- 7.3.3 Generalization assumption 3 -- 7.3.4 Generalization assumption 4 -- 7.4 The explanation inference -- 7.4.1 Explanation assumption 1 -- 7.4.2 Explanation assumption 2 -- 7.4.3 Explanation assumption 3 -- 7.4.4 Explanation assumption 4 -- 7.4.5 Explanation assumption 5 -- 7.5 The extrapolation inference -- 7.5.1 Extrapolation assumption 1 -- 7.5.2 Extrapolation assumption 2 -- 7.5.3 Extrapolation assumption 3 -- 7.6 Considerations outside the validity framework -- 7.6.1 CMC and practicality -- 7.6.2 Stakeholder take-up and assessment literacy -- 7.6.3 Building a universal model of IC -- 7.6.4 Application of the IC construct and rating scale -- 7.6.5 The parameters of the IC tasks -- Chapter 8 Conclusions -- 8.1 Significance of this book -- 8.2 Outstanding issues, limitations, and future research -- References -- Appendix I: S-H interview protocol -- Appendix II: Norming questionnaire -- English translation -- Chinese version -- Appendix III: The IC test -- Appendix IV: The IC rating scale -- English version -- Chinese version -- Appendix V: The self-assessment questionnaire -- English version -- Chinese version -- Appendix VI: The peer-assessment questionnaire -- Author Information -- Series Index.
• Sommario/riassunto: With the growing recognition of the need to broaden the definition of Interactional Competence (IC) for communication and learning, this monograph offers the first book-length treatment on the conceptualization, development and validation of IC assessment instruments.
• Titolo autorizzato: Assessing Interactional Competence
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910870892503321
• Lo trovi qui: Univ. Federico II
• Serie: Language Testing and Evaluation Series