WDCTs have evolved gradually over the past twenty years into several different modified

versions which vary mainly according to the presentation forms, that is, written or oral, and
existence of rejoinder. WDCTs can include a rejoinder, as in the following example from
Johnston, Kasper, and Ross (1998, p. 175):
Your term paper is due, but you havent finished yet. You want to ask your professor for an
extension.
You:
Professor: Im sorry, but I never allow extension.
Or they may involve only the specification of the situation with no rejoinder, as this example
from Eisenstein, Bodman, and Carpenter (1996, p.102) shows:
Two people who are friends are walking toward each other. They are both in a hurry to keep
appointments. They see each other and say:
In this study, this type of WDCT with no rejoinders was adopted.
MDCTs consist of test items where the test taker is required to choose the correct response (the
key) from the several given options. Most commonly, multiple-choice items include an
instruction to the test taker and a stem (typically either a phrase or sentence to be completed, or a
question). The key and several distractors then follow in random order (Davies et al., 1999).
Following is a sample MDCT item:
You are a student. You forgot to do the assignment for your Human Resources course. When
your teacher whom you have known for some years asks for your assignment, you apologize to
your teacher.
A. I'm sorry, but I forgot the deadline for the assignment. Can I bring it to you at the end of the
day?
B. Pardon me, sir, I forgot about that. Shall I do the assignment at once? So sorry! Its my fault!
C. I've completed my assignment but forgot to bring it with me. I'll hand it in tomorrow.
we compare two types of DCTs: an open questionnaire and a classic dialogue completion task.
While both types are considered to be DCTs,an open questionnaire asks participants to respond
to a scenario, and a dialogue completion task gives at least one conversational turn and may also
give a scenario(Kasper, 1991). Examples are given in (1) and (2), respectively.
(1)Open Questionnaire: Your advisor suggests that you take a course during the summer.You
prefer not to take classes during thesummer.
You say:
(2)Dialogue Completion Task: Your advisor suggests that you take a course during the summer.
You prefer not to take classes duringthe summer. Advisor: What about taking Testing in the
summer?
You say:

Typical DCT:

You missed class and need to borrow friends notes. What would you say? (Rose 1992)
You forget a meeting with a friend; this is the second time that the same thing has happened with
the same person. At the end of the day your friend phones you and says: I waited for you for
more than twenty minutes! What happened?

Blum-Kulka, House and Kasper (1989a: 274) use dialogues such as the following to elicit
requests (1) and apologies (2).

1.

2.
3.

In a crowded non non-smoking compartmentDavid S. is going by train from

London to Manchester. In Watford another passenger enters the non-smoking
compartment and takes the last available seat.After a while he lights a cigarette.
DavidS.: .................................................................................................
Passenger: Okay, Ill put it out.
In the lobby of the university libraryJim and Charlie have agreed to meet at six
oclock to work on a joint project. Charlie arrives on time and Jim is half an hour
late.
Charlie: I almost gave up on you!
Jim: ...........................................................................................................
Charlie: O.K. Lets start working.

You are the owner of a bookstore. One of your best workers asks to speak to you in private.
Worker: As you know, Ive been here just a little over a year now, and I know youve been
pleased with my work. I really enjoy working here, but to be quite honest, I really need an
increase in pay.
You:____________________________________________________
Worker: Then I guess Ill have to look for another job.
C. Role play
Since the naturally occurring data are difficult to collect, role plays are used to gather naturalistic
data. There are two types of role play: closed role plays and open role plays. In both types,
instructions which specify the roles, the initial situation and at least one participants
communicative goal are given to subjects. In closed role plays, subjects are asked to give a oneturn oral response.
On the other hand, open role plays often take several turns in discourse. Subjects are not
instructed as to what conversational outcome needs to be reached or how such outcomes are
reached. As Kasper and Dahl (1991) pointed out, open role plays represent oral production, full
operation of the turn-taking mechanism, impromptu planning decisions contingent on
interlocutor input, and hence, negotiation of global and local goals, including negotiation of
meaning, when required (p.228).

A. Closed role play (oral DCT)

In the oral DCT task, subjects were asked to listen to a tape-recording of

situations identical to the situations in open role play and written DCT and then respond to them
orally. To avoid the anxiety effect, two practice situations were added prior to the actual test
situation, but discard in the data analysis. Subjects responses were tape-recorded and
subsequently transcribed.
You have been asked to hand in your project, and the time is due. However, you have not
preparedit, and you want to make an apology for that. How would you express your apology in
this situation?
The Teacher: I told you that there wont be an extension. Why didnt you prepare your term
project?You..
1.I beg your pardon!
2.Im sorry. Ill try not to be late again!
3.Do you mind if I turn in my project now?
4.Please help me out.
5.Please excuse me.
6.I just didnt have time to do it.
7.I had too much other homework from my other projects to finish this one on time.
8.Well, I had some unexpected problems, so you should make an exception for me.
9.Sorry, man. I am just so tired. I was up all night doing homework.