Language Culture and Curriculum
Editor and Book Reviews Editor: Eoghan Mac Aogain (St Patrick's College)
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Volume: 11 Number: 1 Page: 71–96
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The Paired Learner Interview: A Preliminary Investigation Applying Vygotskian Insights
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Ken Ikeda
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The paired learner interview in which learners take both the role of interviewer and interviewee has been used as a variation of the oral proficiency interview since the 1980s. This paper aims to show the
paired learner interview as an effective means to reduce communicative stress for the non-native learner and one which can also elicit authentic learner participation. Although the oral proficiency interview
has come under criticism for lacking authenticity, focusing exclusively on learner performance or proficiency, and preserving asymmetrical relations between interviewer and interviewee, the author suggests
that the paired learner interview can overcome these cited criticisms if oral proficiency of individual learners is not the only criterion for evaluation, and the interview is structured so that learners
can control the interaction themselves. With insights drawn from Vygotskian research the author suggests that negotiation of meaning, intersubjectivity, and scaffolding are critical variables of learner
interaction for further study. These variables were investigated in paired interviews of five pairs of Japanese high school students for a term-ending examination. The paper closes with suggestions on the
potential applications of these variables towards assessment and language teaching of the paired learner interview. Analysis of interaction between learners which takes into account the above variables
could help ascertain the level of proficiency more comprehensively and accurately with learners from cultures in which speech is held in lower esteem or not encouraged to a great degree. Furthermore, learners
in test situations may be motivated to take initiative to learn new knowledge and incorporate it into their respective private worlds.
© Multilingual Matters
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