Language Proficiency Interviews: A Discourse Approach

By A. He, R. Young. 2012

127 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c6cedacd6ca8959d178ad2b361c77641b7c3804d

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Citations in the corpus

Using conversation analysis in the second language classroom to teach interactional competence (2011, background): “This notion of interactive practices was further redefined at length by He and Young (1998), who named it ‘interactional competence’.”
Speaking in turns and sequences: Interactional competence as a target construct in testing speaking (2018, background): “The normative dependency between certain kinds of action may be obvious enough, but it points to the more general tenet that IC is “jointly constructed by all participants” (He & Young, 1998, p. 7).”
Interactional Competence: Conceptualisations, Operationalisations, and Outstanding Questions (2018, background): “Conceptualisations of interactional competence, as proposed by Kramsch (1986) and more recently He and Young (1998) and Young (2008), argue for a construct that explicitly includes the co-construction of interaction and goes beyond individual ability.”
The Routledge handbook of English language teaching (2018, background): “Languages such as English or Spanish, as well as any other symbolic system (such as mathematics and music), are symbolic cultural artefacts; they are both content and tools for thinking processes in human beings.”
What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence (2018, background): “…a more radical, “strong” view that IC is “not the knowledge or the possession of an individual person, but it is co-constructed by all participants in a discursive practice” (Young, 2008, p. 101), and that “we cannot say that an individual is interactionally competent” (He & Young, 1998, p. 7).”
Interactional Competence in Language Learning, Teaching, and Testing (2011, background): “He and Young (1998) concluded that the resources employed by an examiner and a candidate in the assessment practice of an oral proficiency interview are very different from those employed by participants in conversations between native and nonnative speakers.”