Chapter 2 Method of this Study
E: Club sports. Tell me about club sports̲ 5
SIO: Ah I I I I bclong belonged to ah handball club.
But it it is no now.
E: OK. This is end ofthe picture description.
Interviewer E fails to probe the topic 'beach', then she asks a question 'What did you do this summer?' . Interviewee S I O responds with 'I played club sports'.
Interviewer E asks the open question and elicits the extended response. In this case, the topic is 'club'.
Table 2 The average number ofthe topics
Each interviewer conducted interview with different interviewees whose levels of proficiency were varied. Because ofthe characteristic ofthis speaking test, six minutes, the number of the topics which interviewers could introduce were four at most and two at least.
Of the four interviewers, who conduct interviews with high school students, A and B are under training. C and D are trained and certified, A introduces the number of topics the least and D the most. This fractional difference is attributable to the method of analysis, which derived from averaging of all the number of topics introduced by each interviewer. The fact that the difference is greater than O. 5 ofa band indicates that interviewer D is more likely to introduce one more topic per two interviews. In other words, interviewees who are interviewed with interviewer D have more opportunities to demonstrate their ability. It is likely that the difference ofthe nurnber oftopics introduced in the interview is attributable to the ways in which each interviewer develops topics. Interviewers C and D tend to ask intended questions to control the change oftopics. In the case of the interview where the interviewers stick to one topic in one follow‑up questiou they tend to change the levels of filnction instead of changing topics. Interviewers A and B tend to employ the way ofthe change oftopics which is triggered by the information of the interviewee response or to ask yes‑no or wh‑questions concerned with the same toprc.
The four interviewers, who conducted interviews with university students, were
under training. A11 of them introduced two topics in each interview. They
presented the same number of topic, but they seemed to employ the different ways in which they developed the topic. Interviewer F tended to ask questions with which she changed the function concerned with the same topic. Another reason why they introduced only two topics was that time ran short to change topics.Firstly, irrespective ofthe interviewee's level ofproficiency, they tended to speak so
much, even in words or phrases, that interviewers couldn't change topics.
Secondly, interviewers tended to spend much time in conducting the other part of the speaking test, the picture description and the role play.
Interviewer A, who conducts interviews with junior high school students introduces 2.25 topics. In his interviews, most interviewees frequently break down, speak slowly, and fall back on long pauses and hesitations. Interviewer A tends to ask open questions flfstly and then ask yes‑no or wh‑questions concerned with the same toptc.
To sum up, the number of topics has some relations with the ways in which
interviewers tend to develop the topics and the functions, the volume of
interviewees' utterance, the interviewees' Ievel of proficiency, and the proportion which interviewers spend the time for follow‑up question. Many factors seem to affect the number oftopics.Table 3 shows the variety of topics which each interviewer introduces in the mtervlew.
Table 3 The variety oftopics
The difference in the amount of topics is likely to be affected by the way in which each interviewer conducts the interviews. The topics which interviewer D
introduces in the interview are presented by some other interviewers. The
proportions of the overlapped topics in the interviews of C and D are higher than those in the interviews of A and B. It fouows from this that interviewers C and D control the topics and develop them with a certain intentior whereas interviewers A and B integrate information which is in the interviewees' utterances to develop toprcs.To sum up, interviewers C and D seem to introduce the similar topic to give them fair opportunities. The numbcr of topics has significant relations with the way in which interviewers develop the topics.
Interviewer behavior is particular to each interviewer in relation to the test, HOPE, in this study! To sum up the major characteristics ofit, the interviewers,
' stablish the rapport with interviewee by repeating interviewee's utterance.
･ ntegrate the information fi:om interviewees to develop topics.
' aintain the topic for several turns.
' espond to interviewee's utterance with minimal responses and comments.
･ evelop topics by questions with a certain intention.
' respond to interviewee'sutterance with minimal responses
･ ntroduce many ordinary topics.
･ on't respond to interviewee'sutterance but follow with closed questions.
What is not clear is whether or not these characteristics have an impact on ratings and performance. In the next section, we will examine it.
3. 2 Data analysis and discussion ofstudy H
Table 4 shows the ratings of 8 interviewees conducted by two interviewers, an Assistant Language Teacher (ALT) and a Japanese Teacher of English (JTE). The rating was done by three raters.
Table 4 The ratings of8interviewees
There is no significant difference in scores between interviews conducted by
two interviewers. To clarify the qualitative difference between the two
interviewers' behaviors, the follow‑up question phases were analyzed. Firstly we will specify the ALT's interview style across the interviews. Secondly, comparing to it, we will examine the JTE ' s interview style to clarify the impact on theperオbrmance．
3．2．1 The behavior ofALT
Ex血ct10showsthe fblIow−up question phase afterpicture desc珈tion。
Extract10
N：Haveyoubeentoaca驚？
X：No，I haven，t。
N：Ah OK．Have you ever beento arestaurant？
X：Y￠s，I have．
N：Oh．Tell me about a restaurant．V触t did you do there？ 5 X：I ate ate spaghettL This is delicious．
N：Good．
X：（pause）
N：Who did yougo w麺h？T￠llme aboutwho youwenttothe
Restaur紐t w批h．Tbll me about血em 10 X：MymotherandsisteL （LP）
N：OK Next we ll go to the role plaユ
In Extract10，ALT N血troduces the topic ca飴 related to the picture of ca驚 used in the picture description phase． ALT N begins with the closed question
6Haveyoueverbeentocaf6？ ．IntervieweeXresponds No ．ALTNresponds
with a min㎞al response Ah and asks a question in which she changes cafる to
restaurant ．Xrespondswith Y￠s，lhave ．Themin㎞alresponsewhichALTN
responds with is Oh ，in th量s case。 Both min㎞ahesponses are rather Iong and low tone indicatklg comprehension and interest in interviewee response． ALT N tends to respond w孟th Oh ，when she gets the i皿R》rmation which seems to satisfy her or which she is likely to e琴pect and with Ah，，when the interviewee s response doesn t appear to be what she e翠pects． These minimal re＄ponses are typical of