Collaborative turn construction in paired speaking tests across different proficiency levels

Hırçın Çoban, Merve
Cimenli, Betul
To be able to assess interactional competence (IC), which believed to be shared knowledge rather than an individual skill, talk in paired speaking tests can be analyzed. Accordingly, this study investigates how L2 speakers of English collaboratively construct turns in paired speaking tests mainly through embodied word search sequences and their relation to IC based on a dataset of 48 recorded paired speaking tests collected from a state university in Turkey. Results of the study have revealed that turn completion is mostly constructed at word level but also at sentence level for some cases. It is shown that collaborative turn construction practices vary across different proficiency levels, especially between B1 and B2. In addition to this, there are six different resources employed by interactants to receive turn completion and the higher the students' proficiency level is, the more varied the resources they use to do so. It is also revealed that interactants almost always achieve mutual understanding following a turn completion. Findings of the study can feed into L2 assessment practices and pedagogical practices in L2 classrooms in a way that can facilitate the teaching of L2 IC.


Online collaboration: Collaborative behavior patterns and factors affecting globally distributed team performance
Serce, Fatma Cemile; Swigger, Kathleen; Alpaslan, Ferda Nur; Brazile, Robert; Dafoulas, George; Lopez, Victor (2011-01-01)
Studying the collaborative behavior of online learning teams and how this behavior is related to communication mode and task type is a complex process. Research about small group learning suggests that a higher percentage of social interactions occur in synchronous rather than asynchronous mode, and that students spend more time in task-oriented interaction in asynchronous discussions than in synchronous mode. This study analyzed the collaborative interaction patterns of global software development learning...
Combining Coding and Conversation Analysis of VMT Chats
Zemel, Zemelalan; Xhafa, Fatos; Çakır, Murat Perit (null, 2009-01-01)
This chapter considers the relationship between statistical analysis of coding based on theoretical schemes and conversation analysis of VMT participants’ structuring of their chats. It describes how a statistical test on a hypothesis regarding collaboration in VMT showed an unexpected result, whose understanding required the use of qualitative methods. The phenomenon behind the puzzling result was idenepsied using conversation analysis. The chapter explores an approach to coding based on analysis of how se...
Exploring of STEM readiness of a faculty of education in Turkey
Kılınç, Selçuk; Geban, Ömer; Öztürk, Gökhan; Department of Mathematics and Science Education (2018)
In the 21st century, it is important that individuals have features of creativity, strong communication skills, critical and analytical thinking, and ability to collaborate. Providing an interdisciplinary learning in all processes from pre-school to higher education is an important advantage for countries bringing these properties to its citizens and becoming one leading countries of the world in the future. That interdisciplinary learning is possible by integrating the knowledge of science, technology, eng...
An Eye Tracking Analysis of Conversational Violations in Dyadic and Collaborative Interaction
Cagiltay, Bengisu; Acartürk, Cengiz (2022-01-01)
Linguistic principles are crucial in maintaining reliable and transparent communication for dyadic interactions. However, violating these principles might result in unwieldy and problematic communications. We use gaze as a medium to explore how visual attention and task performance changes when conversational violations occur. We conducted an eye-tracking study (N = 17) measuring changes in visual patterns in response to social communication errors, specifically Grice's Maxims violations. Our study investig...
Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice
Ilhan, Emine Gul Celebi; Erbaş, Ayhan Kürşat (2016-08-01)
As is well known, bridging teacher knowledge or learning with practice is not a straightforward task. This paper aims to explore this discrepancy between a mathematics teacher's knowing and practices and to offer ways of alignment between the two based on the social/interpersonal meanings and their realization through teacher's discourse. In this study, we utilized discourse analysis of interpersonal meanings within a high school mathematics class mainly by focusing on the mathematics teacher's discourse. W...
Citation Formats
M. Hırçın Çoban and B. Cimenli, “Collaborative turn construction in paired speaking tests across different proficiency levels,” CLASSROOM DISCOURSE, pp. 0–0, 2022, Accessed: 00, 2022. [Online]. Available: