Interactional Competence Research Articles

Managing Trouble Along a Continuum of Accountability: On Police Practices for Dealing with Less-Than-Competent Subjects

Abstract This article uses conversation analysis to examine recordings of police encounters, focusing on how officers respond to routine forms of trouble emerging from civilians’ failure to comprehend and cooperate with their initiating actions. The analysis demonstrates how officers improvise methods to deal with their subjects’ troublesome responses to their queries and directives, treating civilians along a continuum from being purposefully uncooperative to lacking the interactional competence to comply with their projects. In the latter case, officers treat noncompliance as related to one’s status as “mentally disordered,” adopting practices to progressively carve out islands of competence within which civilians are competent to cooperate or accountable for not doing so. Thus, officers’ orientation to a continuum of accountability shapes the encounter’s interactional trajectory toward more punitive or instructive outcomes.

Measuring sexual interaction competence in adolescents: A validation study of the Sexual Interaction and Relationship Questionnaire (SIRQ)

BackgroundThis study aimed to investigate the internal structure, measurement invariance, and reliability of the Sexual Interaction and Relationship Questionnaire (SIRQ), which is a self-report instrument for measuring sexual interaction competence in adolescents. MethodsThe SIRQ was administered in a clinical sample (N = 827; M=15.51 years, SD=1.98 years). The factor structure of the SIRQ was examined by performing a Principal Component Analysis (PCA) and a Confirmatory Factor Analysis (CFA). Measurement invariance was investigated for gender, age, education level, and cultural background. The reliability of the SIRQ was analyzed for different subgroups. ResultsA PCA yielded a one-dimensional factor solution with 13 items, which was confirmed in a CFA in the construction sample, and replicated with a CFA in the validation sample. Measurement invariance analyses revealed strict invariance for education level, metric invariance for gender and cultural background, and configural invariance for age. The reliability of the SIRQ was satisfactory (α = 0.73). ConclusionsIt is concluded that the SIRQ is a unique and useful instrument for both scientific research and clinical practice to assess sexual interaction competence in adolescents. Recommendations for further development and validation of the SIRQ are expanding the questionnaire with on topics that are not or not sufficiently represented in the validated version of the questionnaire, and developing separate norm scores for different groups of adolescents.

Interactional competencies in medical student admission- what makes a "good medical doctor"?

Doctors' interactional competencies play a crucial role in patient satisfaction, well-being, and compliance. Accordingly, it is in medical schools' interest to select candidates with strong interactional abilities. While Multiple Mini Interviews (MMIs) provide a useful context to assess such abilities, the evaluation of candidate performance during MMIs is not always based on a solid theoretical framework. The newly developed selection procedure "Interactional Competencies - Medical Doctors (IC-MD)" uses an MMI circuit with five simulation patient scenarios and is rated based on the theoretically and empirically grounded construct of emotional availability. A first validation study with N = 70 first-semester medical students took place in 2021. In terms of convergent validity, IC-MD ratings showed strong correlations with simulation patients' satisfaction with the encounter (r =.57) but no association with emotional intelligence measures. IC-MD ratings were not related to high school performance or a cognitive student aptitude test, indicating divergent validity. Inter-rater reliability (ICC = 0.63) and generalizability (Eρ2 = 0.64) were satisfactory. The IC-MD proved to be fair regarding participants' age and gender. Participants with prior work experience in healthcare outperformed those without such experience. Participant acceptance of the procedure were good. The IC-MD is a promising selection procedure capable of assessing interactional competencies relevant to the medical setting. Measures of interactional competencies can complement the use of cognitive selection criteria in medical student admission. The predictive validity of the IC-MD needs to be addressed in future studies.

Worked examples for peer interaction: a feedback and learning resource

Abstract Feedback penetrates many walks of our lives, and its importance in L2 teaching and assessment is well recognised. However, while corrective feedback and writing feedback have been the focus of much L2 research and classroom practice, there seems relatively little attention to feedback on spoken interactional skills. Concomitantly, translating research on interactional competence (IC) to classroom practice has been a glacial process. Aiming at supporting teachers in providing assessment feedback and teaching IC in the classroom, this article introduces worked examples of peer interactions as a feedback and learning resource. Adopting a procedure used in conversation analytic (CA) research, the worked examples are designed to guide learners to notice and understand IC features in context, at a less cognitively demanding pace for processing, and promote learners’ active engagement with the feedback or teaching focus. The article concludes with suggestions for teachers to develop similar resources for their local contexts.

Generative AI for professional communication training in intercultural contexts: where are we now and where are we heading?

Abstract It is a common feature of the 21st century workplace to be multicultural. Working professionals need to possess strong Interactional Competence to handle professional communication in various intercultural encounters in their workplace. This has however posed challenges to professional communication education since educators need to incorporate different cultural practices and interlocutor profiles in their teaching and assessment materials. In this paper we reflect on the practical challenges of professional communication education in intercultural contexts and envisage what AI can offer in this place. We start with some practical, on-the-ground dilemmas in integrating diverse cultural representation in professional communication education. We then use an operational AI-mediated assessment tool to elaborate the possibilities, affordances and caveats in using AI to develop teaching and assessment materials for professional communication education. We conclude with directions for future research and practice in the emerging space of AI for professional communication in intercultural contexts (AI-for-PCIC).

Learning to interact from conversational narratives

Abstract This article explores two under-researched types of corpora for use in data-driven learning (DDL): L2 corpora (i.e. in a second or foreign language) and multimodal corpora. It first outlines the development of FLEURON, a dedicated DDL platform designed to support interactional competence in French as a Foreign Language (FFL), based on multimodal corpora of both native and L2 speakers. It then presents an ecological study of how 19 international FFL learners interacted with the platform in a DDL approach at the University of Lorraine. The analysis highlights how L2 corpora in particular can help learners to improve their awareness of complex phenomena related to conversational narratives by engaging their meta-cognitive strategies during their time abroad. The study thus reveals the potential for integrating an L2 component among the range of resources available for teaching and learning spoken interaction.

The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials

The COVID-19 pandemic has rapidly increased the use of synchronous online teaching for English-as-a-second-language (ESL) courses. However, there is a scarcity of research on the necessary teaching abilities for online ESL instruction and the advantages of real-time technologies in supporting students' L2 learning. This virtual ethnographic research examines how an ESL teacher utilizes diverse multilingual and multimodal resources to facilitate students' L2 English learning in real-time online tutorials and develops his translanguaging competence over a 10-week period. The analysis, carried out using Multimodal Conversation Analysis and Interpretative Phenomenological Analysis, reveals that the teacher progressively exhibits his capacity to use a variety of multilingual and multimodal tools and to employ different funds of knowledge to support students' English language learning. Consequently, we emphasize the significance of strengthening online language instructors' pedagogical comprehension of translanguaging to enhance their e-Classroom Interactional Competence.

Exploring the construct of interactional competence in different types of oral communication assessment

Abstract Research on interaction in speaking assessment suggests that both verbal and nonverbal interaction are integral parts of the construct of interactional competence (Galaczi & Taylor, 2018; Plough et al., 2018; Young, 2011). However, little has been done to investigate which features significantly contribute to interactional competence scores. This study, therefore, examined which interaction features that raters noticed in individual scripted interview and paired discussion tasks to gain an insight into the interactional competence construct, providing validity evidence for an inclusion of interactional competence in speaking assessment. Sixty-eight student performances were rated based on interaction rating scales. Exploratory factor analysis revealed four factors: nonverbal communication, topic management, interactional management, and interactive listening. Logistic regressions showed that while raters attended to more topic management features in the individual scripted interview task, they noticed more interactional management features in the paired discussion task. Simple regressions showed that nonverbal communication and topic management features predicted interactional competence scores in the individual scripted interview task, whereas nonverbal communication, topic management, interactional management, and interactive listening features were predictors of scores in the paired discussion task. The findings suggest that both nonverbal and verbal interaction features are important in the interactional competence construct with the paired task providing test-takers with more opportunities to demonstrate their interactional ability.

Turn-Taking als Merkmal interaktionaler Kompetenz in einem Virtual Exchange – Konversationsanalyse von videogestützter Online-Interaktion zwischen israelischen und deutschen Englischstudierenden

This article investigates turn-taking as a feature of Second Language Interactional Competence (L2 IC) within a Virtual Exchange (VE) project involving undergraduate English Foreign Language (EFL) students. Through Conversation Analysis (CA), a German-Israeli focus group (n = 4) is monitored over seven online meetings. VE, or Collaborative Online International Learning (COIL), is a telecollaboration method involving participants from different cultures or geographical regions. The study refers to the Extended Telecollaboration Practice Project, with English as the target language serving as a Lingua Franca. Turn-taking processes within the focus group are considered and discussed, utilizing GAT2 transcription excerpts. Since the data pertains to a group of participants over the course of a semester, aspects of longitudinal conversation analysis are also incorporated.

The Role of Gazing Behaviors in Navigating Paired Role-Play Interactional Competence Assessment Tasks

ABSTRACT This paper deals with an end-of-semester interactional competence (IC) assessment of L2 oral communication skills for higher education students. Despite the growing research interest in L2 IC assessment using paired role-play tasks, the non-verbal actions of the learners in these contexts remain largely unexplored. With this in mind, this study uses multimodal Conversation Analysis to examine gazing at role-cards in orienting to, structuring, and navigating through the assessment situations, and displaying IC by attending to task initiation, asking/giving task-relevant details, eliciting/making/delaying offers, and ending the conversation. The findings bring new insights into multimodal aspects of L2 IC assessment.

L2 interactional competence in a short-term service-learning and study abroad program

Abstract This case study explores one Spanish L2 learner’s interactional competence (IC) during a short-term study abroad program that featured service-learning (SL). The goal of the study is to describe the learner’s IC in interactions in the SL context. Data for analysis derive primarily from dialogues between the focal participant and interlocutors from her SL network and are analyzed qualitatively using Young’s (2019) categories of identity, linguistic, and interactional resources. Key findings include: (a) the participant co-constructed identities as an American and a teacher with her interlocutors; (b) use of linguistic resources suggests accommodation to Peninsular Spanish, possibly heightened by increased contact with native speakers in SL; and (c) SL afforded a space where the learner felt confident trying out linguistic and interactional features. Findings describe the participant’s IC and suggest the value of the SL context for meaningful interaction in short-term study abroad programs.

Interactional Competence for professional communication in intercultural contexts: Epistemology, analytic framework and pedagogy

ABSTRACT In the twenty-first-century working professionals need to possess strong Interactional Competence to handle professional communication in intercultural contexts (PCIC). However, the relationship among the three PCIC constituents – culture, workplace and interaction – is undertheorized in current research. This leaves PCIC practitioners oftentimes uncertain of how to better define and develop their communication skills. This article seeks to address the gap by first analysing the two dominant PCIC epistemologies: the inference-based, psychological-positivist approach and the practice-based, interactional-constructivist approach. I then propose an analytical PCIC framework to differentiate the inference we make about one another and the practice we observe in each other. Using authentic PCIC training materials analysed through Sequential-Categorial Analysis (combining Conversation Analysis and Membership Categorization Analysis), I argue the concept of Interactional Competence can bridge inference and practice, offering a route to assisting researchers in analysing PCIC, educators in developing PCIC training materials, and practitioners in refining their PCIC skills. Pedagogical applications of the PCIC framework are also presented. I conclude the paper with theoretical, methodological and practical implications for PCIC, where we constantly see grounds for inclusion and exclusion articulated around notions of culture and professional identities.

Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction

ABSTRACT This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers’ use of (overt) negative evaluation (i.e. ‘No!’) that immediately follows learners’ incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes.

English Competence of Conversational Interaction between Teachers and Students in Classrooms

The main goal of this study is to improve the ability of teachers and students to converse in English in high schools in the province of Dong Nai. The study framework is based on the sociocultural theory of Vygotsky, with additional contributions from Long's interaction theory and Brown's communicative English teaching methodology. The research findings show that the four factors including belonging, expectation, relationship, and motivation have a positive and statistically significant impact on the conversational English-language interactions between teachers and students in this educational context. These findings were obtained through a survey of 148 English teachers in high schools located in Dong Nai and subsequent data analysis using SPSS 20 software. The study's findings led the researchers to suggest a number of workable methods for improving teachers' ability to converse with learners in English. These kinds of initiatives are expected to have a major role in improving the quality of education as a whole, bringing it into compliance with international norms, and encouraging increased competition with industrialized countries in the area. The aforementioned undertaking signifies a deliberate attempt to further progress language learning in Vietnam.

Developing a Rubric for Interactional Competence Using Many-Facet Rasch Measurement

The teaching and assessment of interactive speaking skills is a key aim in many English-language programs, and the right assessment rubric is a key component of any effective course. There is no one-size-fits-all approach and rubrics need to be validated, feedback collected, and revisions made. This paper reports on a small-scale, exploratory study undertaken to develop and improve a rubric for assessing interactive discussion skills. Utilizing many-facet Rasch measurement (MFRM), the paper reports on an analysis of the rubric originally used on the course. Based on these findings, the rubric was revised and subject to a second round of analysis. The findings indicate that the revisions led to considerably improved rubric function, due primarily to a reduced number of scale points and more clearly defined rubric categories. Finally, the paper suggests a number of recommendations for rubric creation that can be applied to a range of assessment contexts. 概要インタラクティブなスピーキングスキルの指導と評価は、多くの英語学習プログラムにおいて重要な目標であり、適切な評価ルーブリックは効果的な授業の重要な要素である。万能なアプローチは存在しない為、フィードバックを収集し、ルーブリックは検証、改善される必要がある。本稿では、対話型ディスカッションのスキルを評価するためのルーブリックを開発・改善するために行われた、小規模で探索的な研究について考察する。多相ラッシュ測定（MFRM）を活用し、当初コースで使用されていたルーブリックの分析について報告する。その結果に基づき、ルーブリックが改訂され2回目の分析が行われたところ、ルーブリックの機能に大幅な改善が見られた。その主な理由は、尺度点数を減らし、ルーブリックのカテゴリーをより明確に定義したことにあることがわかった。最後に、本論文は様々な評価の文脈に適用可能なルーブリック作成に関する多くの提言を提示している。

Schisming as an Interactional Resource for Learning at the Frontiers of Work and Vocational Training — A Secondary Publication

This paper examines the sorts of interactional competencies and institutional demands required from students as they engage in complex forms of participation combining work and training purposes. It focuses on a series of empirical cases, recorded through video data and analyzed from a conversation analytic perspective, in which mentors make the decision to intervene during work sessions moderated by students. Such interventions do not interrupt the student’s activity and lead to the emergence of two distinct but not impermeable interactional spaces. This complex participation framework, known as “schisming,” contributes to overcoming practical issues within multiparty settings. Our study shows how schisming constitutes a particular sequential phenomenon where participants reorganize the interaction and co-construct a social and cognitive interactional space, thus enabling a shared understanding of the specific training context. Empirical data from the practical training of medical radiographers are used to illustrate how schisming may contribute to learning in the conditions of guided practice.

Expert assessment of the competencies of interpersonal interaction between specialists involved in the implementation of the rehabilitation process

Introduction. The need to study the interaction between specialists involved in the implementation of the rehabilitation process is due to the fact that already at the initial stages of the rehabilitation process, effective interpersonal interaction allows identifying patients at risk for medical complications and readmission, and determining the amount of necessary interventions that will be focused on solving various tasks (medical, physical, cognitive, emotional, social, psychological) facing specialists in the process of rehabilitation. Purpose of the study. Assessment of the competences of interpersonal interaction between specialists (medical and non-medical profile) included in the implementation of the rehabilitation process. Materials and methods. The total sample size was two hundred forty six people aged of 25–52 years (mean age 31.4 ± 5.18 years). All study participants were employees of rehabilitation centers and were divided into two groups: medical specialists and non-medical specialists. The study was carried out using assessment technology and included individual and group forms of work. Results. About 90% of the functionality of a modern specialist, both medical and non-medical, included in the implementation of the rehabilitation process, is functional, determined by managing competencies and competencies of interpersonal interaction. Depending on the rehabilitation case, the volume of functional and competence content is determined individually. Non-medical specialists have a higher level of formation of interpersonal interaction competencies in comparison with medical specialists. Research limitations. Excluded from participation in the study were medical and non-medical specialists who were not employees of rehabilitation centers, as well as employees of rehabilitation centers over 55 years of age. Conclusion. A necessary condition for the functioning of the rehabilitation direction in the management is an increase in the proportion of medical and non-medical specialists involved in the implementation of the rehabilitation process, with a high level of development of interpersonal interaction competencies and a decrease in the proportion of demotivated employees with a low level of formation of interpersonal interaction competencies.

The integration of technological devices for the development of oral interaction competence in secondary schools

The integration of technological devices for the development of oral interaction competence in secondary schools

From doing work on your own talk to doing work on others’ talk

Abstract Research on L2 interactional competence (IC) has become increasingly focused on how L2 speakers develop and recalibrate linguistic resources to do interactional work, i.e., how L2 speakers develop a grammar-for-interaction (Pekarek Doehler 2018). In this paper, I use interactional linguistics to track one L2 German speaker’s IC development over 11 months by analyzing her use of German also (English ‘so’) in formulations (see Deppermann 2011; Heritage & Watson 1979, 1980). In initial months, the L2 speaker uses also exclusively to do work on her own prior talk, e.g., in upshots, consequences, and unpackings. The L2 speaker’s initial also uses contribute to moves that maintain intersubjectivity by ensuring her co-interactant’s understanding of her own talk. In later months, the L2 speaker diversifies her uses of also, including uses oriented to co-interactants’ prior talk that address manifest problems of intersubjectivity: to preface an other-correction of an incorrect candidate understanding, and to preface turns addressing a co-interactant’s problem of understanding. The L2 speaker’s changing also uses demonstrate her ability to contribute to interactional organization in increasingly diverse ways, evidencing a developing grammar-for-interaction. I end by calling for more research on the L2 development of linguistic resources that primarily serve interactional functions, such as particles.

IJCM_196A: Exploring the transition from medical students to interns: A leap into clinical practice

Background: The transition from medical student to independent doctor is a crucial phase, marked by a year-long clinical internship in India. Despite this, challenges arise, and stress is common among interns. This study aims to assess the preparedness of interns graduating under the present MBBS curriculum in India and understand the challenges they face during their internship. Methodologyology: This cross-sectional analytical study was conducted in teaching hospitals affiliated with Kasturba Medical College, Mangalore. Interns working in various departments of these hospitals were included in the study. Universal sampling was employed, approaching all available interns during the 14-day study duration. The sampling strategy was non-random, based on convenient sampling. Results: Out of 150 interns, 77 scored well in various aspects of clinical skills. However, discrepancies were observed in specific areas. While 84% demonstrated good history-taking skills, only 55% could effectively discuss medications with patients. Interns displayed lower competence in understanding drug interactions, with only 37 out of 150 scoring well. Communication and teamwork were strong points, with 82 interns effectively working in a multi-disciplinary team. On the contrary, clinical procedures and diagnostic skills showed dismal performance, especially in emergency situations and practical procedures. Conclusion: Interns exhibit strength in communication and teamwork but face challenges in diagnostic skills and clinical procedures. The findings emphasize the need for targeted interventions in specific areas, ensuring a well-rounded preparation for junior doctors. Addressing these challenges will contribute to a smoother transition from medical students to competent healthcare professionals.