Bulletin of Chelyabinsk State University
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Years of issue
2024
journal names
Bulletin of Chelyabinsk State University
Top-3 citing journals

Vestnik Universiteta
(10 citations)
Nauchnyi dialog
(7 citations)
Regional Economics Theory and Practice
(6 citations)
Top-3 organizations

Chelyabinsk State University
(259 publications)

South Ural State University
(32 publications)

Chelyabinsk State University
(233 publications)

South Ural State University
(26 publications)
Top-3 countries
Most cited in 5 years
Found
Publications found: 51
Q2

An exploratory study of intonational variation in L1 and L2 English speakers’ pragmatic production of high imposition requests and refusals
Kostromitina M.
Abstract
This exploratory study examined the intonational patterns and corresponding speech act strategies in L1 and L2
English speakers’ production of high imposition requests and refusals that were elicited using video-based multiple turn discourse
completion tasks (DCTs). The participants, 34 L1 American English speakers and 14 high-proficiency L2 English speakers, recorded
their oral responses to 10 multiple-turn video-based DCTs. Using Brazil’s (1997)
framework, the collected speech samples were analyzed for tone choices in each tone unit. Pragmatic strategies in the produced
speech acts were analyzed by adapting the existing coding frameworks (Beebe et al.,
1990; Blum-Kulka et al., 1989). The extracted tone choices and
lexico-mathematical strategies were compared between the two language groups. The results preliminarily revealed differences in
the use of tones by L1 and L2 English speakers in performing requests and refusals. Moreover, while the employed speech act
strategies were largely similar between the two speaker groups, the associated tone choices showed contrasting usage patterns.
Q2

Sequence organization in L2 interactions
Garre-León V.
Abstract
Employing conversation analysis (CA) to analyze a first encounter between a second language (L2) learner and a
native speaker (NS) of Spanish, this study demonstrates how interactants’ differences in deploying sequence expansion and
recipient uptake impact the interaction. Focusing on sequence organization during storytelling episodes, I argue that both
interactants, teller and recipient, act as co-authors of the telling episode by conveying stancetaking differently, to display
(mis)alignment and/or (dis)affiliation with the telling. The focal data are derived from one videotaped, semi-structured
conversation of an L2-NS dyad. I identify ten focal episodes of sequences representing some form of post-expansions, recipient
uptake, and stancetaking. The study reveals that these two speakers used post-expansions differently: the Spanish NS used them to
accept a second-pair part; the Spanish learner employed them to close a second-pair part and transition toward a new topic, such
as when encountering less-preferred recipient uptake. Gestures and gaze (e.g., looking away from the interlocutor) accentuated
closing a dispreferred second-pair part. Given the importance of recipient uptake in talk-in-interaction, the article offers
implications for research and pedagogy regarding training L2 learners to produce appropriate sequences beyond minimal
post-expansions in talk.
Q2

A simple methodology for identifying speech act tendencies
Dixon T., Dixon D.H.
Abstract
Speech act studies often compare two or more groups of speakers by analyzing how often each group uses a given
strategy to realize a speech act. Since the goal of such studies is to compare groups, they often do not discuss the variation
that exists within the groups and, by extension, what can be considered a speech act tendency for a given group. To illustrate
within-group variation and how such variation can be interpreted to identify the speech act tendencies of a group, this study used
e-mail refusals of requests written by 50 native speakers of English as a case study. Data were collected using a discourse
completion task and analyzed for participants’ strategies to refuse a request. Descriptive statistics show a considerable amount
of variation in this rather homogenous group of English speakers but also allow for the identification of both commonly and rarely
used refusal strategies. These findings highlight the importance of considering the commonly used strategies and the rarely used
strategies when attempting to empirically identify speech act tendencies for teaching and assessment purposes. Implications of the
results for future research, teaching, and assessment practices are discussed.
Q2

Analysis of external modification devices and framing moves in request emails
Sun Y.
Abstract
The purpose of this study was to examine the pragmatic competence of writing request emails by Chinese learners of Japanese (CLJs). The study focused on the features of the external modification devices and framing moves of request emails by CLJs when compared to emails by native speakers of Japanese (NSJs). Data were collected from 104 CLJs and 53 NSJs, using an Electronic Writing Discourse Completion Test questionnaire. One-way ANOVA results showed that as the CLJs’ levels of proficiency in Japanese increased, their use of external modification devices and framing moves tended to increase. In addition, a Fisher’s exact test showed that as the CLJs’ proficiency increased, a distinct statistical difference only existed in the use of individual framing moves, but not in that of individual external modification devices. This study provides conceptual categories and utterances used in both external modification devices and framing moves for teaching email communication to CLJs.
Q2

Grammar-in-Interaction and its place in assessing interactional competence
Greer T.
Q2
Applied Pragmatics
,
2023
,
citations by CoLab: 0

Q2

Describing and assessing interactional competence in a second language
Malabarba T., Betz E.
Abstract
The contributions to this Special Issue employ conversation analysis to illustrate how detailed analysis of
language use can lead to the identification of assessable features of second/foreign language Interactional Competence (L2 IC) and
the development of institutional testing instruments and practices. L2 IC has been the focus of much research at the intersection
of social interaction and second language acquisition. It has also been treated as a construct in the field of language
assessment. However, scholars in each research branch have just begun to collaborate systematically. This Special Issue furthers
this collaboration, connecting research on L2 IC in diverse learning contexts with practical questions regarding the assessment of
individual learners. It adopts a dialogic ‘full paper–commenting paper’ structure: Four empirical papers are each paired with
invited commentaries that provide critical discussion and a complementary view of the topics the full papers address. The final
discussion papers take a broader perspective on the complex nature of L2 IC and assessment and propose ways to productively move
forward. Besides introducing the notion of L2 IC and each individual contribution, this introductory article explains the
rationale behind the Special Issue in relation to current research.
Q2

L2 interactional competence and assessment
Pekarek Doehler S.
Q2
Applied Pragmatics
,
2023
,
citations by CoLab: 0

Q2

The competence in little words
Ikeda N.
Q2
Applied Pragmatics
,
2023
,
citations by CoLab: 0

Q2

The competence in little words
Schirm S., Uskokovic B., Taleghani-Nikazm C.
Abstract
L2 frameworks, such as the Common European Framework of Reference for Languages, describe expected linguistic abilities at different levels of L2 development. These frameworks, and the assessment rubrics they inform, only peripherally address how L2 speakers respond to informings in interaction. Through responses interactants show their understanding of, and stance toward, a previous informing. In question-answer sequences in which a participant requests new information, the response to the answer may additionally reveal the questioning participant’s orientation to the answer in terms of its fit with the question. Responses to informings are thus a site of important interactional work. In our paper, we draw on the notion of ‘Interactional Competence’ and propose a conversation-analytic approach to assessing L2 speakers’ responses to elicited informings in German in question-answer sequences. We analyze L2 speakers’ use of tokens (e.g., oh, okay, wirklich) in sequentially third position in dyadic, video-mediated everyday conversations with L1 speakers, as, in the turns following the third-position token, participants make visible their understanding of the token. We thereby attempt to describe how competent an L2 speaker’s use of a third-position token is. We end our paper by using our findings to make recommendations for language assessment frameworks and rubrics.
Q2

Nobody said it was going to be easy! (Practical) considerations in assessing interactional competence in the classroom
Filipi A.
Q2
Applied Pragmatics
,
2023
,
citations by CoLab: 0

Q2

Challenges of assessing interactional competence
Hall J.K.
Q2
Applied Pragmatics
,
2023
,
citations by CoLab: 0

Q2

Testing and CA
Roever C.
Q2
Applied Pragmatics
,
2023
,
citations by CoLab: 1

Q2

Assessing interactional competence
Lam D.M., Galaczi E., Nakatsuhara F., May L.
Abstract
This paper is positioned at the interface of second/foreign language (L2) assessment and Conversation Analysis-Second
Language Acquisition (CA-SLA). It explores challenges of ratability in assessing interactional competence (IC) from three dimensions:
an overview of the conceptual and terminological convergence/divergence in the CA-SLA and L2 assessment literature, a micro-analytic
Conversation Analysis of test-taker interactions, and the operationalisation of IC construct features in rating scales across
assessment contexts. It draws insights from these dimensions into a discussion of the nature of the IC construct and the challenges of
IC ratability, and concludes with suggestions on ways in which insights from CA research can contribute to addressing these issues.
Q2

Assessing interactional competence in secondary schools
Barth-Weingarten D., Freitag-Hild B.
Abstract
Interactional competence (IC) is a crucial component of teaching and assessing speaking in second/foreign
languages in general. However, SLA research based on Conversation Analysis (CA) has shown that IC is a complex phenomenon, and
while a qualitative approach to assessing IC is needed, it is time-consuming. At the same time, assessment in the foreign-language
classroom has to be both manageable for teachers and it should provide learners with reliable and supportive feedback about their specific
strengths and weaknesses. This paper offers some solutions for these issues. It will draw on previous proposals in CA to employ
generic organizations of practice as a way to manage the complexity of the IC concept. Second, it will show how one of these
organizations – action accomplishment – can be operationalized for assessment purposes in public-school classrooms. This includes
a discussion of the CEFR Companion’s approach to ‘action’. Finally, it will present a possible rubric for action accomplishment.
Our approach to assessing will be illustrated through the analysis of a sample role play with two foreign-language learners from a
corpus of 14 2–4 minute role plays, recorded with beginning-to-intermediary-level learners of English as a foreign language in two
German secondary schools.
Q2

Grammar as validity evidence for assessing L2 interactional competence
Youn S.J.
Abstract
This study examines how L2 learners of English at different pragmatic performance levels implement requests during role-play assessment interaction. In doing so, the role of grammar-for-interaction as validity evidence of assessing interactional competence is explicated. Using qualitative and quantitative data, the following research questions are investigated: (a) How do learners use grammar differently depending on the role-play request situations they are engaged in?; (b) To what extent are learners’ role-play performance levels associated with the ability to use context-sensitive grammar when co-constructing request sequences? The data come from a database of 102 L2 English learners’ role-play interactions with 45 hours of recorded interaction in total. The role-play assessment tasks include various real-life communicative situations, such as requests designed for specific interlocutors in a university context. Using conversation analysis, the role-play interactions at different performance levels were analyzed. Sequential analyses showed that higher-level learners utilized diverse grammatical formats that are sensitive to their sequential positions and contingencies associated with requests. As quantitative evidence, the relationship between selected grammatical constructions and the learners’ role-play performance levels determined by trained raters was examined. With this, I discuss the role of grammar-for-interaction in defining and assessing interactional competence.
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Show all (19 more) | |
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Publishing organizations
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|
University of Bojnord
2 publications, 0.22%
|
|
Copenhagen Business School
2 publications, 0.22%
|
|
Bauman Moscow State Technical University
1 publication, 0.11%
|
|
Moscow Aviation Institute (National Research University)
1 publication, 0.11%
|
|
Institute for the Control of Complex Systems SamSC of the Russian Academy of Sciences
1 publication, 0.11%
|
|
Far Eastern Federal University
1 publication, 0.11%
|
|
Lobachevsky State University of Nizhny Novgorod
1 publication, 0.11%
|
|
Peter the Great St. Petersburg Polytechnic University
1 publication, 0.11%
|
|
Dagestan State University
1 publication, 0.11%
|
|
MIREA — Russian Technological University
1 publication, 0.11%
|
|
Novosibirsk State Technical University
1 publication, 0.11%
|
|
Don State Technical University
1 publication, 0.11%
|
|
Voronezh State University
1 publication, 0.11%
|
|
Ufa State Petroleum Technological University
1 publication, 0.11%
|
|
Yuri Gagarin State Technical University of Saratov
1 publication, 0.11%
|
|
Herzen State Pedagogical University of Russia
1 publication, 0.11%
|
|
Kazan State Power Engineering University
1 publication, 0.11%
|
|
Vyatka State University
1 publication, 0.11%
|
|
Petrozavodsk State University
1 publication, 0.11%
|
|
Orel State University
1 publication, 0.11%
|
|
Siberian State Industrial University
1 publication, 0.11%
|
|
Kuban State Technological University
1 publication, 0.11%
|
|
Tambov State University named after G.R. Derzhavin
1 publication, 0.11%
|
|
Show all (70 more) | |
50
100
150
200
250
300
|
Publishing organizations in 5 years
50
100
150
200
250
|
|
Chelyabinsk State University
233 publications, 25.19%
|
|
South Ural State University
26 publications, 2.81%
|
|
Institute of Economics of the Ural Branch of the Russian Academy of Sciences
19 publications, 2.05%
|
|
Russian Presidential Academy of National Economy and Public Administration
18 publications, 1.95%
|
|
Financial University under the Government of the Russian Federation
16 publications, 1.73%
|
|
Ufa University of Science and Technology
16 publications, 1.73%
|
|
Allameh Tabataba'i University
15 publications, 1.62%
|
|
Ural Federal University
14 publications, 1.51%
|
|
Lomonosov Moscow State University
12 publications, 1.3%
|
|
Nosov Magnitogorsk State Technical University
10 publications, 1.08%
|
|
Saint Petersburg State University
9 publications, 0.97%
|
|
Kuban State University
9 publications, 0.97%
|
|
Ural State University of Economics
9 publications, 0.97%
|
|
Kazan Federal University
8 publications, 0.86%
|
|
Kalashnikov Izhevsk State Technical University
8 publications, 0.86%
|
|
Belgorod State University
7 publications, 0.76%
|
|
Peoples' Friendship University of Russia
6 publications, 0.65%
|
|
Ryazan State Agrotechnological University named after P. A. Kostychev
6 publications, 0.65%
|
|
Siberian Federal University
5 publications, 0.54%
|
|
Plekhanov Russian University of Economics
5 publications, 0.54%
|
|
Industrial University of Tyumen
5 publications, 0.54%
|
|
Volgograd State Technical University
5 publications, 0.54%
|
|
Kemerovo State University
5 publications, 0.54%
|
|
Orenburg State University
5 publications, 0.54%
|
|
Astrakhan State University
5 publications, 0.54%
|
|
Omsk State Pedagogical University
5 publications, 0.54%
|
|
National Research University Higher School of Economics
4 publications, 0.43%
|
|
University of Tyumen
4 publications, 0.43%
|
|
Chuvash State University
4 publications, 0.43%
|
|
Udmurt State University
4 publications, 0.43%
|
|
Vologda Research Center of the Russian Academy of Sciences
4 publications, 0.43%
|
|
Kursk State University
4 publications, 0.43%
|
|
National university of Uzbekistan
4 publications, 0.43%
|
|
Omsk State Transport University
4 publications, 0.43%
|
|
ITMO University
3 publications, 0.32%
|
|
Saratov State University
3 publications, 0.32%
|
|
Perm National Research Polytechnic University
3 publications, 0.32%
|
|
Moscow State Institute of International Relations
3 publications, 0.32%
|
|
Irkutsk State University
3 publications, 0.32%
|
|
Penza State University
3 publications, 0.32%
|
|
Ural State Medical University
3 publications, 0.32%
|
|
Lipetsk State Technical University
3 publications, 0.32%
|
|
Russian State University for the Humanities
3 publications, 0.32%
|
|
State University of Management
3 publications, 0.32%
|
|
Astrakhan State Medical University
3 publications, 0.32%
|
|
Ufa Federal Research Center of the Russian Academy of Sciences
3 publications, 0.32%
|
|
Donetsk State University
3 publications, 0.32%
|
|
Bryansk State University
3 publications, 0.32%
|
|
Novosibirsk State Pedagogical University
3 publications, 0.32%
|
|
Novosibirsk State University of Economics and Management
3 publications, 0.32%
|
|
University of Guilan
3 publications, 0.32%
|
|
Perm State National Research University
2 publications, 0.22%
|
|
Southern Federal University
2 publications, 0.22%
|
|
Bashkir State Agrarian University
2 publications, 0.22%
|
|
North-Eastern Federal University
2 publications, 0.22%
|
|
Altai State University
2 publications, 0.22%
|
|
Volgograd State University
2 publications, 0.22%
|
|
Ogarev Mordovia State University
2 publications, 0.22%
|
|
Pacific National University
2 publications, 0.22%
|
|
Surgut State University
2 publications, 0.22%
|
|
Al Farabi Kazakh National University
2 publications, 0.22%
|
|
South Ural State Medical University
2 publications, 0.22%
|
|
Reshetnev Siberian State University of Science and Technology
2 publications, 0.22%
|
|
Institute of Oriental Studies RAS
2 publications, 0.22%
|
|
Institute of History, Language and Literature of the Ufa Federal Research Center of the Russian Academy of Sciences
2 publications, 0.22%
|
|
Kurgan State University
2 publications, 0.22%
|
|
Ural State Forest Engineering University
2 publications, 0.22%
|
|
Ural State Agrarian University
2 publications, 0.22%
|
|
Altai State Agrarian University
2 publications, 0.22%
|
|
Moscow State Linguistic University
2 publications, 0.22%
|
|
Ural State Law University
2 publications, 0.22%
|
|
Abu Ali ibn Sina Bukhara State Medical Institute
2 publications, 0.22%
|
|
Institute of Economics of the Ministry of Science and Education of the Republic of Azerbaijan
2 publications, 0.22%
|
|
University of Bojnord
2 publications, 0.22%
|
|
Copenhagen Business School
2 publications, 0.22%
|
|
Bauman Moscow State Technical University
1 publication, 0.11%
|
|
Moscow Aviation Institute (National Research University)
1 publication, 0.11%
|
|
Institute for the Control of Complex Systems SamSC of the Russian Academy of Sciences
1 publication, 0.11%
|
|
Far Eastern Federal University
1 publication, 0.11%
|
|
Peter the Great St. Petersburg Polytechnic University
1 publication, 0.11%
|
|
Dagestan State University
1 publication, 0.11%
|
|
MIREA — Russian Technological University
1 publication, 0.11%
|
|
Novosibirsk State Technical University
1 publication, 0.11%
|
|
Voronezh State University
1 publication, 0.11%
|
|
Ufa State Petroleum Technological University
1 publication, 0.11%
|
|
Yuri Gagarin State Technical University of Saratov
1 publication, 0.11%
|
|
Herzen State Pedagogical University of Russia
1 publication, 0.11%
|
|
Kazan State Power Engineering University
1 publication, 0.11%
|
|
Moscow Pedagogical State University
1 publication, 0.11%
|
|
Vyatka State University
1 publication, 0.11%
|
|
Petrozavodsk State University
1 publication, 0.11%
|
|
Orel State University
1 publication, 0.11%
|
|
Siberian State Industrial University
1 publication, 0.11%
|
|
Kuban State Technological University
1 publication, 0.11%
|
|
Tver State University
1 publication, 0.11%
|
|
Tambov State University named after G.R. Derzhavin
1 publication, 0.11%
|
|
Ulyanovsk State Technical University
1 publication, 0.11%
|
|
Yanka Kupala State University of Grodno
1 publication, 0.11%
|
|
Tyumen State Medical University
1 publication, 0.11%
|
|
Buryat State University named after D. Banzarov
1 publication, 0.11%
|
|
Show all (70 more) | |
50
100
150
200
250
|
Publishing countries
100
200
300
400
500
600
700
800
|
|
Russia
|
Russia, 729, 78.81%
Russia
729 publications, 78.81%
|
Iran
|
Iran, 19, 2.05%
Iran
19 publications, 2.05%
|
Uzbekistan
|
Uzbekistan, 19, 2.05%
Uzbekistan
19 publications, 2.05%
|
Kazakhstan
|
Kazakhstan, 6, 0.65%
Kazakhstan
6 publications, 0.65%
|
Belarus
|
Belarus, 4, 0.43%
Belarus
4 publications, 0.43%
|
USA
|
USA, 4, 0.43%
USA
4 publications, 0.43%
|
China
|
China, 4, 0.43%
China
4 publications, 0.43%
|
Azerbaijan
|
Azerbaijan, 2, 0.22%
Azerbaijan
2 publications, 0.22%
|
Denmark
|
Denmark, 2, 0.22%
Denmark
2 publications, 0.22%
|
Turkey
|
Turkey, 2, 0.22%
Turkey
2 publications, 0.22%
|
Vietnam
|
Vietnam, 1, 0.11%
Vietnam
1 publication, 0.11%
|
India
|
India, 1, 0.11%
India
1 publication, 0.11%
|
Iraq
|
Iraq, 1, 0.11%
Iraq
1 publication, 0.11%
|
Netherlands
|
Netherlands, 1, 0.11%
Netherlands
1 publication, 0.11%
|
Slovenia
|
Slovenia, 1, 0.11%
Slovenia
1 publication, 0.11%
|
Tajikistan
|
Tajikistan, 1, 0.11%
Tajikistan
1 publication, 0.11%
|
Japan
|
Japan, 1, 0.11%
Japan
1 publication, 0.11%
|
100
200
300
400
500
600
700
800
|
Publishing countries in 5 years
100
200
300
400
500
600
700
|
|
Russia
|
Russia, 681, 73.62%
Russia
681 publications, 73.62%
|
Iran
|
Iran, 19, 2.05%
Iran
19 publications, 2.05%
|
Uzbekistan
|
Uzbekistan, 18, 1.95%
Uzbekistan
18 publications, 1.95%
|
Kazakhstan
|
Kazakhstan, 5, 0.54%
Kazakhstan
5 publications, 0.54%
|
Belarus
|
Belarus, 4, 0.43%
Belarus
4 publications, 0.43%
|
USA
|
USA, 4, 0.43%
USA
4 publications, 0.43%
|
China
|
China, 4, 0.43%
China
4 publications, 0.43%
|
Azerbaijan
|
Azerbaijan, 2, 0.22%
Azerbaijan
2 publications, 0.22%
|
Denmark
|
Denmark, 2, 0.22%
Denmark
2 publications, 0.22%
|
Turkey
|
Turkey, 2, 0.22%
Turkey
2 publications, 0.22%
|
Vietnam
|
Vietnam, 1, 0.11%
Vietnam
1 publication, 0.11%
|
India
|
India, 1, 0.11%
India
1 publication, 0.11%
|
Iraq
|
Iraq, 1, 0.11%
Iraq
1 publication, 0.11%
|
Netherlands
|
Netherlands, 1, 0.11%
Netherlands
1 publication, 0.11%
|
Slovenia
|
Slovenia, 1, 0.11%
Slovenia
1 publication, 0.11%
|
Tajikistan
|
Tajikistan, 1, 0.11%
Tajikistan
1 publication, 0.11%
|
Japan
|
Japan, 1, 0.11%
Japan
1 publication, 0.11%
|
100
200
300
400
500
600
700
|