REDEFINING COMMUNICATIVE COMPETENCE IN AN ORAL ENGLISH PROFICIENCY TEST: CONVERSATIONAL AND CRITICAL DISCOURSE ANALYSES PERSPECTIVES

This qualitative study investigates communication issues in English as a second/foreign language. This study investigated how communicatively competent three Hispanic international graduate assistants were with four evaluators in a performance test at a university in the American Midwest. This study explored the nature of communicative competence using conversational, critical discourse, and sociolinguistic analyses in the same setting. Conversational analysis of the discourse patterns of the three Hispanic international students revealed that their conversational competence is observed when they make eye-contact, limit their participation to answering what is asked of them, use clarification questions, introduce themselves to their audiences, and talk about class objectives, class requirements, textbooks and grading policy. Critical discourse analysis of the data showed that these three test-takers embedded into their conversational frames issues related to social class, national and cultural origin, teacher talk, and language of control. From a sociolinguistic perspective, the data showed that the two female and the one male participant used language differently. The women tried to connect with their audiences, whereas the male participant remained detached from his audience creating a status difference between him and his audience. This qualitative study suggests that aspects of conversational competence and the use of language as indicators of power typical of American academic interviews be included in our current conceptualization of communicative competence. Both of these aspects of language use were observed repeatedly in the discourse of the participants in this study. Pedagogical, assessment, and research implications are included. Acknowledgements I take this opportunity to express my sincere appreciation to several people: Dr. Mary S. Benedetti, chairperson of my doctoral committee, who supported, helped, and guided me all the years of dissertation writing. Dr. Chester Laine who wrote an exemplary page in my spirit with his knowledge, patience, and experience. Dr. Richard Kretschmer whose guidance, advice, and words of wisdom extended beyond his normal duties of committee member, professor, and graduate studies director. Dr. Annette Hemmings who taught me that discipline and sensitivity in teaching fields can make a difference in a world plagued with social injustice. I extend my gratitude to a group of other individuals. Maria, Celia and Eduardo who made this dissertation possible with their OEP Test interviews, and their follow-up interviews on their initial interviews. Ann Miller, who edited different drafts of the dissertation during the last weeks of this process. My wife whose love, intelligence, guidance, advice, and faith in me, gave me the drive to persist in this long chapter of my life. My daughter, Andrea, from whom I have stolen eight years of her childhood but who has always waited for me and cheered me up from the distance. I will always love her for her patience. My father and mother who allowed me to grow in a house full of books, academic life, and literacy events.