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Nyroos, L., Sandlund, E. & Sundqvist, P. (2017). Code-switched repair initiation: The case of Swedish eller in L2 English test interaction. Journal of Pragmatics, 120, 1-16
Open this publication in new window or tab >>Code-switched repair initiation: The case of Swedish eller in L2 English test interaction
2017 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 120, p. 1-16Article in journal (Refereed) Published
Abstract [en]

Despite a long-standing interest in repair practices, much is yet to be learned about participants’ selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi, Raymond, & Sidnell, 2013b; Kitzinger, 2013, p. 241). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller (‘or’), located in repair-prefacing position in a corpus of 79 second language (L2) oral proficiency tests. In the corpus, eller is systematically produced in Swedish, while surrounding talk is produced in the target language, English. As such, the repair initiations are code-switched (e.g., Auer, 1998b). Building on the recent work on or-prefaced repair initiations in English (Lerner & Kitzinger, 2015), we examine the role of eller-initiated repair (EIR), i.e. repair prefaced by eller, in the context of paired L2 tests. We also contrast EIRs with or-prefaced repair initiations in the same dataset. Findings indicate that EIRs serve to display trouble awareness, which may relate to necessary revisions of both form and content of the talk in English. The ‘other-languageness’ (Gafaranga, 2000) of the momentary code-switch amplifies test-takers’ attention to what needs to be replaced or revised, and indicates to co-participants that self-repair is underway. The practice helps push forward turn transition and pre-empts conclusions about the speaker’s stance or linguistic competence, which may be particularly relevant in a language testing context.

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
code-switching; conversation analysis; repair preface; self-initiated repair; L2 English; test interaction
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-63891 (URN)10.1016/j.pragma.2017.08.008 (DOI)
Funder
Swedish Research Council, 2012-4129
Available from: 2017-09-21 Created: 2017-09-21 Last updated: 2018-06-12Bibliographically approved
Källkvist, M., Gyllstad, H., Sandlund, E. & Sundqvist, P. (2017). English only in multilingual classrooms?. LMS : Lingua (4), 27-31
Open this publication in new window or tab >>English only in multilingual classrooms?
2017 (English)In: LMS : Lingua, ISSN 0023-6330, no 4, p. 27-31Article in journal (Other (popular science, discussion, etc.)) Published
Keywords
multilingualism, ELT, teaching, classroom, English Only, ESL, EFL, language policy, language ideology
National Category
Languages and Literature Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-65321 (URN)
Funder
Swedish Research Council, 2016-03469
Available from: 2017-12-04 Created: 2017-12-04 Last updated: 2018-06-27Bibliographically approved
Sandlund, E. & Sundqvist, P. (2016). Equity in L2 English oral assessment: Criterion-based facts or works of fiction?. Nordic Journal of English Studies, 15(2), 113-131
Open this publication in new window or tab >>Equity in L2 English oral assessment: Criterion-based facts or works of fiction?
2016 (English)In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 15, no 2, p. 113-131Article in journal (Refereed) Published
Abstract [en]

For assessment to be equitable, it is central that teachers/raters perceive and apply grade criteria similarly. However, in assessing L2 oral proficiency in paired tests, raters mustgrade test-takers individually on a joint interaction performance. With a conversation analytic approach, we examine closely one recording from a 9th-grade national test of L2English with an aim to uncover some aspects that underpin vastly divergent assessments (as assigned by three raters) of one test-taker. Findings pointing to issues such as moral stance, rater experiences, and the interlocutor effect are discussed in light of equity in L2 oral proficiency testing and assessment.

Keywords
assessment; equity; L2 oral proficiency; testing; speaking tests; L2; ESL; EFL; morality; interactional competence;turn-taking
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-43520 (URN)
Available from: 2016-06-22 Created: 2016-06-22 Last updated: 2018-01-10Bibliographically approved
Sandlund, E., Sundqvist, P. & Nyroos, L. (2016). Testing L2 talk: A review of empirical studies on second language oral proficiency testing. Language and Linguistics Compass, 10(1), 14-29
Open this publication in new window or tab >>Testing L2 talk: A review of empirical studies on second language oral proficiency testing
2016 (English)In: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 10, no 1, p. 14-29Article in journal (Refereed) Published
Abstract [en]

In this review article, empirical studies published from 2004 through 2014 on second-language (L2) oralproficiency testing are analyzed, with a specific focus on discourse and social interaction in such tests.Taking three common test setups, oral proficiency interviews (OPIs), paired peer tests, and group peertests as an organizing principle for the studies examined, recent developments in L2 oral proficiencytesting research are situated, reviewed, and discussed, with a particular focus on tests conducted in face-to-face contexts. Findings from the review of selected journals, databases, monographs, and edited collec-tions indicate (1) a prevalence of studies of the OPI format, but a growing research base on paired andgroup tests, (2) an absence of oral test studies in discourse journals, and (3) an emphasis on assessment,validation, and rater perspectives, as opposed to detailed analyses of interaction in L2 tests.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2016
Keywords
assessment, L2, ESL, EFL, interaction, conversation analysis, testing, oral proficiency, OPI
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-39027 (URN)10.1111/lnc3.12174 (DOI)000368022300002 ()
Funder
Swedish Research Council, 2012-4129
Available from: 2016-01-12 Created: 2016-01-12 Last updated: 2018-01-10Bibliographically approved
Sundqvist, P., Sandlund, E. & Nyroos, L. (2015). Speaking about speaking: English teachers' practices and views regarding Part A of the English national test. LMS : Lingua (3), 16-23
Open this publication in new window or tab >>Speaking about speaking: English teachers' practices and views regarding Part A of the English national test
2015 (English)In: LMS : Lingua, ISSN 0023-6330, no 3, p. 16-23Article in journal (Other (popular science, discussion, etc.)) Published
Keywords
assessment; teacher beliefs; testing; oral proficiency; EFL; ESL; speaking test
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-38122 (URN)
Projects
Testing Talk: Interactional organization and assessment practice in paired L2 oral proficiency tests (VR dnr 2012-4129)
Available from: 2015-10-08 Created: 2015-10-08 Last updated: 2018-01-11Bibliographically approved
Nyroos, L. & Sandlund, E. (2014). From paper to practice: Asking and responding to a standardized question item in performance appraisal interviews. Pragmatics and Society, 5(2), 165-190
Open this publication in new window or tab >>From paper to practice: Asking and responding to a standardized question item in performance appraisal interviews
2014 (English)In: Pragmatics and Society, ISSN 1878-9714, E-ISSN 1878-9722, Vol. 5, no 2, p. 165-190Article in journal (Refereed) Published
Abstract [en]

This paper examines how a standardized question is launched and received in a corpus of performance appraisal interviews, with a focus on how pre-formulated questions are translated into interaction. Using conversation analysis, we demonstrate that the same question becomes many different actions in practice. Prefaces as well as prosodic and lexical alterations make relevant different responses, and as such, the question can be recruited to initiate diverse interactional projects such as assessments and other socially delicate activities. As a consequence, goals of uniformity and standardization may be subverted. The interactional adaptations further evidence the strength of recipient design as reformulations also result in more fitted and personalized answers. Our study contributes to the understanding of standardization versus interactionalization, and points to the strong interrelationship between question design and the fitting of response options.

Place, publisher, year, edition, pages
John Benjamins Publishing Company, 2014
National Category
Languages and Literature
Research subject
English
Identifiers
urn:nbn:se:kau:diva-13239 (URN)10.1075/ps.5.2.01nyr (DOI)000342729900001 ()
Available from: 2012-05-07 Created: 2012-05-07 Last updated: 2017-12-07Bibliographically approved
Sundqvist, P., Sandlund, E. & Nyroos, L. (2014). National speaking tests in English: Does group size matter?. LMS : Lingua, 3, 29-31
Open this publication in new window or tab >>National speaking tests in English: Does group size matter?
2014 (English)In: LMS : Lingua, ISSN 0023-6330, Vol. 3, p. 3p. 29-31Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Språklärarnas riksförbund, 2014. p. 3
Keywords
standardized tests, national test, assessment, EFL, ESL, oral proficiency, grading
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-33790 (URN)
Projects
Testing Talk
Funder
Swedish Research Council, 2012-4129
Available from: 2014-09-23 Created: 2014-09-23 Last updated: 2018-01-11Bibliographically approved
Sandlund, E. (2014). Prescribing conduct: Enactments of talk or thought in advice-giving sequences. Discourse Studies, 16(5), 645-666
Open this publication in new window or tab >>Prescribing conduct: Enactments of talk or thought in advice-giving sequences
2014 (English)In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 16, no 5, p. 645-666Article in journal (Refereed) Published
Abstract [en]

In everyday interaction, people recurrently animate, enact, or report on talk or thought (Clift and Holt, 2007). In this article, enactments of hypothetical, non-narrative talk in advice-relevant sequences are examined, with a focus on their role in modeling desirable stance or conduct. Data consist of interactions in institutional settings, such as performance appraisal interviews, university teaching, and talk show counseling. It is demonstrated how enactments of possible talk are used as devices for hands-on demonstrations of proper or improper conduct in sequences involving orientations to some kind of problematic behavior or stance, which in turn works to make assessments about different types of conduct. The accomplishment of contrasts between desired and undesired conduct is central, and contributes to the assessment of particular behaviors or stances. Different delivery formats of enactments are examined and compared to the action accomplished. It is argued that modeling talk enactments (MTEs) constitute resources for doing implicit criticism and ‘positive socialization’ in interaction, and that through enactments, participants may perform both explicit and implicit moral work.

Place, publisher, year, edition, pages
Sage Publications, 2014
Keywords
Academic seminar, advice, conversation analysis, enactments, instruction, modeling, morality, performance appraisal interview, reported speech, socialization
National Category
General Language Studies and Linguistics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-33448 (URN)10.1177/1461445614539065 (DOI)000341364800004 ()
Available from: 2014-08-25 Created: 2014-08-25 Last updated: 2018-01-11Bibliographically approved
Sandlund, E. (2014). Recension: Näslund, Shirley. Födandets sociala utformning: Språkliga och kroppsliga praktiker i förlossningsrummet. [Review]. Tidskrift för Genusvetenskap, 1(35), 124-130
Open this publication in new window or tab >>Recension: Näslund, Shirley. Födandets sociala utformning: Språkliga och kroppsliga praktiker i förlossningsrummet.
2014 (Swedish)In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, Vol. 1, no 35, p. 124-130Article, book review (Other academic) Published
National Category
Gender Studies
Research subject
Gender Studies
Identifiers
urn:nbn:se:kau:diva-32639 (URN)
Available from: 2014-06-18 Created: 2014-06-18 Last updated: 2017-12-06Bibliographically approved
Sandlund, E. & Sundqvist, P. (2013). Att tala under test och testa tal: Prov i muntlig färdighet är en komplex historia. LMS : Lingua (2), 21-25
Open this publication in new window or tab >>Att tala under test och testa tal: Prov i muntlig färdighet är en komplex historia
2013 (Swedish)In: LMS : Lingua, ISSN 0023-6330, no 2, p. 21-25Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Språklärarnas riksförbund, 2013
Keywords
muntlig språkfärdighet, test, tal, interaktion, samtalsanalys, bedömning, nationella prov
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-26968 (URN)
Projects
Testing Talk
Funder
Swedish Research Council, 2012-4129
Available from: 2013-04-18 Created: 2013-04-18 Last updated: 2018-01-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7286-1577

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