The Relationship Between L2 Interactional Competence and Proficiency.

This article investigates the relationship between second language (L2) speaking proficiency, as measured by the TOEFL iBT Speaking section, and interactional competence (IC), defined as the ability to use language effectively for social purposes. In a study of 150 ESL learners in Australia, a strong but not complete correlation (r = 0.76) was found between speaking proficiency scores and IC scores derived from role plays and monologues simulating university-related interactions. Qualitative analyses revealed that while some interactional features depend on linguistic proficiency, others are largely independent, indicating that speaking proficiency and interactional competence are related but distinct constructs. The findings suggest implications for language teaching and testing, emphasizing the need to incorporate interactional skills explicitly in instruction and assessment beyond traditional proficiency measures.