This study explores the use by examinees of claims of epistemic primacy, in the form of noun-copula clause constructions, as devices through which to perform the social action of disagreeing during group-based, task-oriented second language oral assessment tasks. Using a conversation analytic approach to examine sequences in which these disagreeing turns occur, we report on this turn format’s ability to secure an affiliative response from fellow examinees and thereby maintain a collaborative flow. In doing so, we uncover one way of disagreeing which is particularly germane to the collaborative demands of these assessment tasks. The relevance of these findings for the development of learner and assessor training and assessment materials are considered.

中文翻译：

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确保隶属关系和管理分歧：基于群体的 L2 口语评估中的认知首要主张


本研究探讨了考生以名词-copula 从句结构的形式使用认识首要的主张，作为在基于群体、以任务为导向的第二语言口语评估任务中执行不同意见的社会行动的工具。使用对话分析方法来检查这些不一致的回合发生的序列，我们报告了这种回合格式获得其他考生的附属响应的能力，从而保持协作流程。在此过程中，我们发现了一种与这些评估任务的协作需求特别密切相关的分歧方式。考虑了这些发现与开发学习者和评估员培训和评估材料的相关性。