Assuming Learner Behavior as an Interactional Resource in L2 Testing and Evaluation Classroom Interaction in a Teacher Education Context

Abstract

This study uncovers an unexplored phenomenon of “Assuming Learner Behavior” (ALB) emerging within the context of testing and evaluation course in an English Language Teaching (ELT) program by using Conversation Analysis (CA). It involves the analysis of video-recorded classroom interaction (12 hours) of fourth year ELT students and an ELT professor in a university in Ankara, Turkey. Using CA, this study has investigated how the phenomenon of ALB emerges in the classroom interaction of pre-service teachers during feedback and presentation sessions in the testing and evaluation course. Moreover, this study has explored the interactional functions of ALB in different sequential positions and how pre-service teachers’ orient to the different aspects of test items by means of ALBs. In addition, the analysis has indicated that ALB creates learning opportunities for pre-service teachers in developing their testing and evaluation knowledge and skills. In light of these findings, this study provides insights into classroom interaction in a higher education context in general and has implications for L2 teacher education, classroom learning of pre-service teachers, and the development of testing and evaluation knowledge and skills.