Interactional Competence Research Articles

Vuorovaikutuskompetenssin rooli videovälitteisessä yhteistoiminnassa

Video-mediated interaction has been increasingly studied during the past decades. Empirical research that uses qualitative methods and draws on recorded data from authentic situations (e.g., workplace meetings and online classrooms) has shown that these environments are very complex and present challenges (e.g., in turn-taking) but also provide unique affordances for organizing interaction. Most recent research has highlighted participants’ situated conduct (i.e., talk, embodied actions, use of digital resources) and interactional competence as key for the smooth unfolding of interaction and accomplishment of collaborative activities. More research is still needed to substantiate context-specific practices.

КРИТЕРІЇ ТА РІВНІ СФОРМОВАНОСТІ ЕМОЦІЙНО-ЕТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ

The paper specifies that the emotional and ethical competence of a primary school teacher is the ability of an individual to be aware of his own sensations, feelings, emotions and needs, to manage his own emotional states, as well as to interact constructively and safely with the participants of the educational process on the basis of empathy, in compliance with moral and ethical norms and rules.Based on the analysis of the essence and content characteristics of the concept of «emotional-ethical competence of the individual», criteria and indicators of the formation of emotional-ethical competence of future primary school teachers (cognitive, motivational-value and activity) were developed. The cognitive criterion is characterized by the presence and completeness of knowledge of moral and ethical norms of professional activity, the ability to identify one’s own emotional states and the states of other people, the causes of emotional states and behavior; understanding of modern technologies and means of self-regulation, overcoming stress, aware and empathetic listening, non-violent and conflict-free communication. The motivational-value criterion determines the future teacher's attitude to moral and ethical norms as a component of professional activity, the need to develop emotional intelligence, a humanistic approach to communication and interaction with participants in the educational process. The activity criterion assumes the ability of the student of higher education to apply emotional and ethical competence in communication and pedagogical interaction. Three levels of formation of emotional and ethical competence of future primary school teachers are substantiated: high, medium and low.

Data from role plays and elicited conversations: What do they show about L2 interactional competence?

In research on second language (L2) interactional competence (IC), data elicitation is commonly done either through role plays or elicited conversation tasks. It is unclear, however, what aspects of IC these two methods make visible, where they elicit similar or different data and which research questions they are most suited to answer. In the current study we compare performances in role play tasks with those in elicited conversation tasks from 54 learners of L2 Mandarin Chinese and 12 native Mandarin Chinese speakers. Using conversation analysis to analyze learners’ performance, we found that role plays were highly suitable for making visible the sequential and linguistic tools interactants deploy for preference organization. Elicited conversation was useful for making topic management visible, including topic extension and topic shift. While role plays also included features of topic management and elicited conversations included features of preference organization, these did not occur with sufficient frequency and elaboration to allow defensible conclusions to be drawn. We suggest that role plays and elicited conversations can supplement each other to provide a well rounded picture of interactants’ IC.

Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections

This paper reports on a university seminar for pre-service teachers (PST) of L2 French in which a conversation analytic concept of language use was combined with the methodology of task-based language teaching (TBLT) to teach L2 interactional competence (L2 IC). In the course, participants carried out a needs analysis, designed pedagogical tasks that focused on teaching L2 IC and trialed them in real classrooms before evaluating both their tasks' success and their own learning process. In a post-hoc study, data gathered from the course including pre-design comments, written design rationales, audio recordings of the group design meetings, oral and written feedback and post-implementation comments were analyzed using Qualitative Content Analysis to find out in what respects the PST's cognition with regard to teaching L2 IC changed during the seminar. The results show that there were some dynamics in the PST's cognition, particularly regarding their view of learner factors in task accomplishment and the targeting of specific social actions. Other aspects of PST's cognition remained more stable as their initial beliefs were confirmed by the task design process.

Review of the Canadian English Language Proficiency Index Program (CELPIP)

The Canadian English Language Proficiency Index Program (CELPIP) is a computer-delivered test for English language proficiency, primarily used for Canadian immigration purposes. This review begins by contextualizing the test’s use as an immigration gatekeeping instrument, followed by an overview of its underlying construct and the four test components: listening, reading, writing, and speaking. We then appraise the test in terms of its accessibility, reliability, validity, authenticity, and impact. While we appreciate the “Canadian-ness” of the test, the user-friendly computer-based test delivery, and the accessible approach to sharing scoring criteria, we also identify several shortcomings regarding transparency in scoring, attention to interactional competence, and attention to research on test impact. We close with a brief commentary on the use of such tests for selecting and controlling immigrants.

The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language

Listener responses (LRs) are utterances produced by non-primary speakers (e.g. oh, okay). It is an important component of L2 learners’ interactional competence (IC). Previous studies have indicated that learners develop their capacity of deploying LRs naturally through study abroad programs. However, it remains unknown whether LRs can be effectively learned through classroom instruction, yet it is a critical issue facing language educators and learners because classroom is the primary locus for L2 learning for those without study abroad opportunities. Taking up this issue, this study compares two groups of beginning-level L2 Chinese learners, a control group with regular instruction and an experimental group with extra IC instruction, where authentic materials from L1 speakers' talk were employed to teach specific interactional practices such as LR and repair. Each learner was asked to record two spontaneous conversations with an L1 speaker, one at midterm and one at the end of the semester. Using a mixed-methods approach, this study first identifies specific types of LRs used by beginning-level learners. Statistical analyses then reveal that the two groups’ development from midterm to semester end differs significantly only in reactive expression and follow-up action. Complementing the quantitative analyses, the subsequent conversation analysis discovers qualitative developments of learners in the experimental group; their LRs show not only increased linguistic complexity and greater variety over time but also heightened sensitivity to context and capacity to advance the interaction. These findings suggest that systematic classroom instruction on IC can enhance L2 learners’ ability to engage in real-world interactions, thus supporting that IC is teachable and learnable in the classroom even for beginners with limited linguistic proficiency.

Interactional competence and performances of compliments and consolations by learners of Japanese

Abstract In recent years there has been an increased recognition of the need for learners to understand language as social action. However, language learners are often left on their own to develop the ability to adapt to the unanticipated demands of real-world interaction. To encourage this development, attention is turning toward the notion of interactional competence (IC). The present study contributes to efforts to better understand Japanese learners’ IC. Specifically, this study aims to better understand how learners naturally accomplish compliment and consolation speech acts and for what social purposes, including how learners adapt linguistic forms to do acts that go beyond the act most commonly associated with those forms. Conversation analysis of foreign language housing mealtime conversations revealed two core observations. First, based on preempirical descriptions, compliments occur with more frequency than consolations. Compliments also tend to be deployed as the first part of a compliment-response pair, while consolations tend to be deployed as a response to the public exposure of a challenge or a troubling emotional state. Second, when looking instead at how participants use turns that are construed as compliments regardless of linguistic form, we find that compliments are also used to do activities other than what their surface formulation suggests. A discussion of what these results mean for developing deeper understandings of IC in speech acts performed by language learners is provided.

A generative AI-driven interactive listening assessment task.

Assessments of interactional competence have traditionally been limited in large-scale language assessments. The listening portion suffers from construct underrepresentation, whereas the speaking portion suffers from limited task formats such as in-person interviews or role plays. Human-delivered tasks are challenging to administer at large scales, while automated assessments are typically very narrow in their assessment of the construct because they have carried over the limitations of traditional paper-based tasks to digital formats. However, computer-based assessments do allow for more interactive, automatically administered tasks, but come with increased complexity in task creation. Large language models present new opportunities for enhanced automated item generation (AIG) processes that can create complex content types and tasks at scale that support richer assessments. This paper describes the use of such methods to generate content at scale for an interactive listening measure of interactional competence for the Duolingo English Test (DET), a large-scale, high-stakes test of English proficiency. The Interactive Listening task assesses test takers' ability to participate in a full conversation, resulting in a more authentic assessment of interactive listening ability than prior automated assessments by positing comprehension and interaction as purposes of listening. The results of a pilot of 713 tasks with hundreds of responses per task, along with the results of human review, demonstrate the feasibility of a human-in-the-loop, generative AI-driven approach for automatic creation of complex educational assessments at scale.

From Conversation to Interaction: A Pedagogical Exploration of Applying Conversation Analysis in EFL Classrooms

Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines the effectiveness of using CA as a pedagogical approach in an EFL classroom and its impact on learners’ attitudes toward English language learning. The study engaged eight adult learners in a structured program, encompassing a pre-test, a 4-week explicit CA-informed instruction, and a post-test. After four weeks, learners demonstrated progress in their knowledge and skills of interaction, different aspects of English speaking, interactional competence, and confidence in speaking English. Additionally, the CA-informed instruction positively influenced learners’ attitudes toward English language learning and their appreciation of interactional features. The results strongly suggest that language teachers should consider incorporating CA insights into their teaching practices to enhance both linguistic and attitudinal outcomes.

"Support the strong" or "Help the weak?": The effects of social comparison and social distance on cooperative behavior in the dictator game.

Within an object-interdependent context, we conducted three experiments to investigate the influence of social comparisons on cooperative behavior, as well as to assess the mediating and moderating effects of related variables. In Experiment 1 (n = 207), we examined whether social comparisons impact cooperative behavior toward a comparator in a dictator game task. Here, we specifically focused on the mediating effects of evaluation of others' competence, along with three other potential mediators: self-competence evaluation, positive emotions, and negative emotions. Following the insights gained from Experiment 1, we proceeded to Experiments 2 (n = 279) and 3 (n = 298) to further explore whether social distance moderates the mediating effect of evaluation of others' competence. The results of all three experiments consistently indicated that upward (vs. non-) comparison facilitated cooperative behavior, whereas downward (vs. non-) comparison hindered it. Furthermore, our findings revealed that evaluation of others' competence served as a mediator between social comparison and cooperative behavior when the comparator (i.e., the cooperative partner) was perceived as being at a far-distance, whereas the mediating effect of evaluation of others' competence disappeared when social distance was close. These results reveal the pivotal role of evaluating others' competence and social distance in social interactions from the perspective of social comparison, which provides insights into how to promote cooperative behavior.

Interactional Competence Instruction for Beginner KFL Learners

ABSTRACT Interactional competence (IC) refers to the ability to use interactional resources, such as turn-taking, sequencing, overall structuring, and repair during actual interaction (Wong & Waring, 2021). Language learners must develop IC to engage in conversation using the target language (TL) in culturally appropriate and interactive ways. However, teaching IC is often overlooked, especially for beginner learners. In response to this need, this article presents an interaction-oriented project called the “Conversation Project” recently implemented in a first semester Korean as a foreign language (KFL) college course. In this project, KFL learners are explicitly taught a set of interactional features of Korean through authentic learning material and then given opportunities to apply them in a social and immersive learning environment with Korean speakers. The project aims to foster IC development and enhance learners’ conversational skills in real-life intercultural situations.

L2 discourse marker use in interaction: The case of pues in Spanish

AbstractWhile discourse markers (DMs) are crucial for coherence and interactional competence, previous research suggests that learners' usage of DMs differs from L1 speakers. Prior research has taken either a discourse‐functional or interactional approach, yet combining these two methods may provide greater understanding of the unique learner communicative needs that drive the acquisition and use of DMs. This investigation contributes to research on interlanguage DM use by quantitatively investigating the frequency and functional distribution of the Spanish DM pues by L2 and L1 speakers of Spanish from a discourse‐functional perspective and qualitatively examining pues as an interactional resource. Oral interviews with 58 L2 and 14 L1 speakers of Spanish were analyzed, revealing distinct frequency and distributional patterns across groups and unique L2 interactional needs that are supported with the DM pues. Results inform L2 learners and teachers of the importance of DMs for interactions and provide classroom implications.

Associations of Implicit and Explicit Sexual Double Standard Endorsement and Sexual Assertiveness with Sexual and Interactional Competence in Emerging Adults.

In this study, among emerging adults, we investigated the interrelationships of explicit and implicit measures of sexual assertiveness (SA) and sexual double standard endorsement (SDS) on the one hand, and different aspects of sexual and interactional competence (SAIC) on the other hand, using Partial Least Squares Path Modeling (PLS-PM) of cross-sectional data. Participants were 159 sexually active, heterosexual individuals in the Netherlands between 18 and 25 years. No exclusion criteria were used. The Sexual Competence and Interaction Competence in Youth and lifetime number of sexual partners were used to measure SAIC. Explicit SA was measured using the Hurlbert Index of Sexual Assertiveness, while Explicit SDS was assessed using the Scale for the Assessment of Sexual Standards in Youth. Two implicit association tests were performed to measure implicit SA and SDS. Participants accessed these computerized reaction time tasks via a secure online data collection platform. Results showed a strong association between the latent factors of sexual attitudes and SAIC. Greater SA and lower SDS were associated with a greater competence level. No gender effects were found.

Assessing interactional competence through group discussion: A mixed methods validation

The purpose of this mixed methods study was to assess the validity and functionality of an analytic rating scale for the assessment of interactional competence (IC). The participants were 79 low- to high-proficiency Japanese university students who completed 10-minute small-group discussions. Video recordings of the discussions were assessed by raters using the rating scale. The rater scores were then analyzed using many-facet Rasch measurement (MFRM) which indicated a very good fit to the model. The data were subsequently analyzed using generalizability theory in the form of a G-study and d-study. Those studies showed that the rating scale could be used with fewer raters, therefore increasing practicality without a substantial decrease in reliability. In addition to quantitative data, qualitative data were also collected in the form of interviews with raters and comments they made during assessment. Several raters noted unexpected participant behaviors which were difficult to evaluate using the rating scale, as well as ambiguous language in some category descriptors. The qualitative data provided an invaluable supplement to the quantitative analyses which did not indicate major issues with the rubric. Both forms of data were used to revise the original rating scale and those changes are discussed. This study adds to the limited but growing number of mixed methods studies on IC assessment.

Validity argument of an Interactional Competence checklist: Perspectives and many-facets Rasch analysis

Validity argument of an Interactional Competence checklist: Perspectives and many-facets Rasch analysis

School-based prevention of teacher and parental violence against children: Study protocol of a cluster-randomized controlled trial in Tanzania

BackgroundViolence against children at home and at school is particularly prevalent in Africa and is associated with adverse and persistent health effects on children. The violence prevention intervention Interaction Competencies with Children - for Teachers (ICC-T) is an effective tool to reduce violence against children by fostering teachers’ non-violent communication and interaction skills. To enhance these effects, in the present study, ICC-T will be extended to parents (ICC-P) aiming to increase children’s experience of consistent behavior and application of non-violent discipline strategies between teachers and parents.MethodsTo investigate the effectiveness of the school-based combined implementation of ICC-T and ICC-P, a cluster-randomized controlled trial with 16 primary schools in the urban district of Morogoro in Eastern Tanzania will be conducted. Both quantitative (structured interviews) and qualitative (focus group discussions, in-depth interviews, evaluation forms) methods will be used to investigate the effects on teachers’ and parents’ violence against children in home and school settings. The intervention implementation will be accompanied by a comprehensive process evaluation to assess the implementation quality of and participants’ engagement with ICC-T and ICC-P. Potential downstream effects of violence reduction will be investigated by assessing the children’s mental health and well-being.DiscussionThe present study aims to provide evidence for the feasibility, acceptability, and effectiveness of the school-based combined implementation of ICC-T and ICC-P to reduce teacher and parental violence against children and contribute to children’s well-being in home and school settings.Trail registrationThe clinical trial was registered at ClinicalTrials.gov (ClinicalTrials.gov, 2024) under the identifier NCT06369025 (Hecker, Preventing Physical and Emotional Violence by Parents and Teachers in Public Schools in Tanzania (ICC-T/ICC-P_Tanz) (PreVio), 2024) on April 17, 2024.

Patterns of interaction in a paired speaking test: comparing L1 and L2 interactions

The shift of focus from a cognitive to social view has drawn the attention of second language assessment researchers to delve into interactional competence as an intriguing topic in paired oral tests. To fill the gap on how interactional patterns compare across L1 and L2 interactions this study was specifically set to explore and compare 45 paired interactions of L1 English speakers, L1 Persian speakers, and L2 English learners. While the findings indicated that the collaborative pattern was the most common pattern in the three groups less than half of the interactions in total were collaborative. Furthermore, not all the interactional patterns were found in all the groups. The frequency and prominence of the common patterns also varied. The findings could be explained by cultural norms of speech (e.g., in taking turns) and interlocutor effects (e.g., dominating the conversation or adopting a passive role). The findings imply challenges for fair assessment when using paired tasks as assessment tools. Furthermore, the findings call for rubric development and rater training programs to include description and discussion of interactional patterns to help raters improve their understanding and rating of paired interactions.

Assessment of Interactional Competence in L2 German: Integrating an innovative rubric to help language teachers effectively evaluate pragmatics

Research on the development of second language (L2) interactional competence (IC) has shown that IC is vital for L2 speakers' participation in the social world of the L2 and thus an important aspect of pragmatic competence. To date, however, there is little work on the education of future language teachers in the assessment of their learners' IC. More specifically, there is no research on language teachers' experiences using a rubric that focuses on specific interactional sequential features. We address this gap by presenting a study on training L2 German instructors to assess German response tokens — e.g., achso or echt. Building on a prior study on L2 German students' use of response tokens, this paper presents a study on devising a new, specific IC rubric on response tokens. By having L2 instructors use this new IC rubric, we show the advantages and disadvantages of the rubric concentrated around response tokens. Moreover, by collecting L2 instructors’ feedback via survey data on their experience, opinions, and concerns, we illustrate the importance of integrating response tokens into rubrics. We conclude the paper by considering pedagogical implications for language teacher education. The findings show that language instructors need input on the interactional function of response tokens and that instructors view assessing L2 interaction using a sequentially focused rubric as generally positive.

Социальное взаимодействие как универсальная компетенция бакалавра менеджмента: сущность и содержание

The article reveals the essence and content of social interaction as a fundamental core of universal competence, which is essentially important in the activity of a future bachelor in the field of management and administration. On the basis of the analysis of scientific, pedagogical, psychological and sociological sources had been revealed the features of the formation of the targeted competence of a student as a subject of self-realization in teaching, research, practice-oriented activity in the environment of higher education. It was described the developing potential of humanities disciplines actualising a set of comprehensive knowledge, skills, abilities and creative abilities of students. It was shown the indicators of formation of universal competence of social interaction from the position of scientific and pedagogical approaches. It is demonstrated how the experience of social interaction acquired in higher education becomes a means of effective business communication and interpersonal relations for students, enriching the content-functional aspects of his professionalism and personal qualities, establishing the basic foundations of communication humanism in personnel management, in solving disputable and conflict situations. It is proved that the ability to build effective social interaction is an integral part in achieving the set goals of a successful career of future bachelors of management and administration.

Listenership always matters: active listening ability in L2 business English paired speaking tasks

Abstract Active listening, foundational for meaningful social interaction, plays a pivotal role in enhancing interactional competence (IC) during dialogues. Despite its importance, current second language (L2) assessments, such as the TOEFL iBT and the Business English Certificate (BEC) Preliminary, notably does not include active listening in their evaluation metrics. The research presented here contributes significantly to this discourse by foregrounding the imperative of listener responses (LRs) in L2 communication and the diverse interactional functions they serve across different cultures. Notably, variations emerge, with Chinese speakers exhibiting more restrained verbal feedback compared to the more vocally expressive English counterparts. This study stands apart by underscoring the necessity of updating current L2 assessment rubrics, which currently prioritize grammatical proficiency, pronunciation, and vocabulary. By weaving in active listening, assessments can become more holistic, capturing more comprehensively a learner’s L2 interactional ability. Through rigorous quantitative and qualitative methodologies, this investigation probes the influence of active listening on BEC speaking test outcomes. Its findings are poised to revolutionize assessment strategies, urging a more encompassing approach that factors in both verbal and non-verbal cues, thereby reflecting genuine linguistic and interactional competence.