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Don't turn a deaf ear: a case for assessing interactive listening

Research Output: Contribution to journal Article Peer-review

Open access

Abstract

The reciprocal nature of spoken interaction means that participants constantly alternate between speaker and listener roles. However, listener or recipient actions – also known as interactive listening (IL) – are somewhat underrepresented in language tests. In conventional listening tests, they are not directly assessed. In speaking tests, they have often been overshadowed by an emphasis on production features or subsumed under broader constructs such as interactional competence. This paper is an effort to represent the rich IL phenomena that can be found in peer interactive speaking assessments, where the candidate-candidate format and discussion task offer opportunities to elicit and assess IL. Taking a close look at candidate discourse and non-verbal actions through a conversation analytic approach, the analysis focuses on three IL features: 1) listenership displays, 2) contingent responses, and 3) collaborative completions, and unpacks their relative strength in evidencing listener understanding. This paper concludes by making a case for revisiting the role of interactive listening, calling for more explicit inclusion of IL in L2 assessment as well as pedagogy.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 740-764 (25 pages)

Journal (Volume, Issue Number)

Applied Linguistics (Volume 42, Issue 4)

Publication milestones

  • Accepted/In press - 26/11/2020
  • Published - 11/01/2021

Publication status

Published - 11/01/2021

ISSN

0142-6001

External Publication IDs

  • handle.net: 10547/624775
  • Scopus: 85114606294

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