This paper discusses one of the criteria adopted in face to face interaction of Celpe-Bras Exam, the interactional competence, more specifically, one of the characteristic of this competence: the use of communication strategies. For this purpose, I analyze the grade scheme of face to face interaction - examiner - (2013 /2), taking into account the studies by Fulcher (2003), Luoma (2005), and McNamara (1997), about speaking and listening assessment, by Young (2000a, 2000b), about interactional competence, and by Dörnyei and Scott (1997), about communication strategies in additional language. Based on the discussions undertaken from such studies and on the data analysis, this paper concludes that the way these strategies are operationalized in this grade scheme and in the guidelines for providing information to examiners and to candidates of Celpe-Bras do not allow to availing the evaluative capacity that such interactional resources offer. Furthermore, the analysis has shown some inconsistencies concerning to what is expected at different levels of proficiency in terms of need and use of communication strategies during the interview for the assessment of oral proficiency.
language assessment; interactional competence; additional language
