Less talk, more action? exploring proficiency scores and embodied resources in online L2 interactions

Nicholas Glasson
,
Katherine Halley

University of Cambridge
,
Centre for Research in English Language Learning & Assessment (CRELLA)

Research Output: Contribution to journal Article Peer-review

Open access

Abstract

This mixed-methods study explores Embodied Resources (ERs) in an online, triadic task involving 52 candidates within the Common European Framework of Reference for Languages (CEFR) B2˗C1 range of language proficiency. Mean comparisons and correlations were used to explore the relationship between ER use and proficiency level. An applied Conversation Analysis approach was used to explicate specific sequences of conversational repair where ERs were evident. Findings suggest no significant correlation between proficiency and ER frequency but support the view that ERs are co-ordinated with verbal resources. This raises questions as to how language testers might approach the interplay of ERs and interactional practices.