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Article published In: Language and Dialogue
Vol. 9:2 (2019) ► pp.236–263

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Oral discourse competence-in-performance

Analysing learner dialogues

 | Universitat Pompeu Fabra, Barcelona (Spain)
 | Universitat Pompeu Fabra, Barcelona (Spain)
Published online: 12 July 2019
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https://doi.org/10.1075/ld.00040.can
Abstract
Mastering a language implies being able to deploy a wide variety of speech genres (Bakhtin, Mikhail. 1952–1953 [1986]. “The Problem of Speech Genres.” In Speech Genres and Other Late Essays, 60–102. Austin: University of Texas Press.Google Scholar logo with link to Google Scholar). However, the features which define these genres are often obscure to students or ‘occluded’ in the sense used by Swales, John. 1996. “Occluded Genres in the Academy: The Case of the Submission Letter.” In Academia Writing. Intercultural and Textual Issues, ed. by Eija Ventola, and Anna Mauranen, 45–58. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar. In this paper, nine dialogues between B1-level French learners in the context of an oral exam are analysed in order to describe the degree of dialogic competence-in-performance (. 2017. “IADA History. The Unity of Dialogue and its Multiple Faces.” Language and Dialogue 7(1): 63–79. Google Scholar logo with link to Google Scholar) achieved. Because these dialogues were of two types, an exchange of opinions and a guided interview, our analysis reveals hybrid results. This hybridity affects the opening and closing sequences of the dialogue, floor-taking in the central part and the linguistic resources used by the students to give their opinions. These findings identify formative needs as well as the indicators of achievement that are required to assess students’ oral competence-in-performance.
Article outline
  • 1.Introduction
  • 2.Theoretical framework: Discourse competence-in-performance and oral communication
    • 2.1Oral communication: Dimensions and units of analysis
      • 2.1.1The sociocultural dimension
      • 2.1.2Pragmatic dimension
      • 2.1.3Textual dimension
    • 2.2Spoken discourse genres in the CEFR (2018): Assessment criteria
    • 2.3Description of speech genres
  • 3.Corpus and methodology
  • 4.Analysis and discussion
    • 4.1Conversational sequences: Framing and topic sequences
    • 4.2Turn-taking in S-S (échange)
    • 4.3Turn-taking in S-S-T (guided interview)
    • 4.4Backchannels
    • 4.5Linguistic resources
  • 5.Conclusions and pedagogical implications
  • Acknowledgements
  • Notes
  • References
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