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Describing and assessing interactional competence in a second language: Special issue of the journal of Applied Pragmatics 5:2 (2023)
Edited by Emma Betz, Taiane Malabarba and Dagmar Barth-Weingarten
[Applied Pragmatics 5:2] 2023
► pp. 240–272

Assessing interactional competence in secondary schools

Action accomplishment in English as a foreign language

ORCID logo | University of Potsdam
ORCID logo | University of Potsdam
Interactional competence (IC) is a crucial component of teaching and assessing speaking in second/foreign languages in general. However, SLA research based on Conversation Analysis (CA) has shown that IC is a complex phenomenon, and while a qualitative approach to assessing IC is needed, it is time-consuming. At the same time, assessment in the foreign-language classroom has to be both manageable for teachers and it should provide learners with reliable and supportive feedback about their specific strengths and weaknesses. This paper offers some solutions for these issues. It will draw on previous proposals in CA to employ generic organizations of practice as a way to manage the complexity of the IC concept. Second, it will show how one of these organizations – action accomplishment – can be operationalized for assessment purposes in public-school classrooms. This includes a discussion of the CEFR Companion’s approach to ‘action’. Finally, it will present a possible rubric for action accomplishment. Our approach to assessing will be illustrated through the analysis of a sample role play with two foreign-language learners from a corpus of 14 2–4 minute role plays, recorded with beginning-to-intermediary-level learners of English as a foreign language in two German secondary schools.
Keywords: assessment, interactional competence, action accomplishment, foreign-language learning, foreign-language teacher education
Article outline
  • 1.Introduction
  • 2.The challenges of assessing IC in the FL school classroom
    • 2.1Assessing in the FL classroom
    • 2.2IC in rubrics
    • 2.3Towards an alternative rubric
  • 3.Operationalizing and assessing action accomplishment
    • 3.1Action accomplishment
      • 3.1.1Basic concepts
      • 3.1.2Previous findings on L2 AA
    • 3.2Operationalizing AA for assessment with scarce assessment resources
  • 4.Assessing EFL learners’ AA: An example
    • 4.1The L2 data
    • 4.2An example of assessing AA
  • 5.Conclusions
  • Acknowledgements
  • Notes
  • References
Published online: 13 February 2023
DOI logo
https://doi.org/10.1075/ap.00016.bar
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