Oral proficiency interviews as varieties of interaction

Abstract

This study investigates the extent to which oral proficiency interviews (OPIs) may be described as interactional varieties, which may then be compared with interaction in university and L2 classroom settings. The three varieties are related in terms of preparing students for a next stage in an educational process. L2 classroom interaction may prepare students for examinations such as OPIs, which provide access to universities, which in turn may prepare students for the world of work.1 Therefore, it is legitimate to examine the varieties in terms of whether the interactional experiences of students align or not in the different settings. OPIs in general are intended to assess the language proficiency of non-native speakers and to predict their ability to communicate in future encounters.

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