Examining dialogue: another approach to content specification and to validating inferences drawn from test scores

Abstract

In this article one aspect of the many interfaces between second language (L2) learning and L2 testing is examined. The aspect that is examined is the oral interaction - the dialogue - that occurs within small groups. Discussed from within a sociocultural theory of mind, the point is made that, in a group, performance is jointly constructed and distributed across the participants. Dialogues construct cognitive and strategic processes which in turn construct student performance, information which may be invaluable in validating inferences drawn from test scores. Furthermore, student dialogues provide opportunities for language learning, i.e., opportunities for the joint construction of knowledge. It is suggested that an examination of the content of these dialogues can provide test developers with targets for measurement. Other implications for L2 testing are also discussed.