Rhetorical questions and second language interactional competence: inviting others to engage during group-based L2 oral assessments

This article investigates examinees’ use of rhetorical questions (RhQs) as an interactional practice during group-based L2 oral assessments at a UK higher-education institute. These questions are deployed to prompt further discussion at points where a sequence appears to be closing. Positioned against more straightforward information-seeking questions, they do not seek direct answers but occupy a middle ground between affiliation and disaffiliation by (1) delaying agreement while (2) introducing new ideas and inviting further analysis. The findings have potential to inform learner and assessor training and to refine descriptors of spoken interaction in current assessment criteria and proficiency frameworks.