![Differing expectations in the assessment of the speaking skills of ESOL learners [An article from: Linguistics and Education]](https://www.ebooknetworking.net/books/B00/0PC/bigB000PC031E.jpg)
Differing expectations in the assessment of the speaking skills of ESOL learners [An article from: Linguistics and Education]
Price not available for France
You can still browse on Amazon. Try another country above.
Book Details
Author(s)
J. Simpson
Publisher
Elsevier
ISBN / ASIN
B000PC031E
ISBN-13
978B000PC0316
Marketplace
France 🇫🇷
Description
This digital document is a journal article from Linguistics and Education, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
This is a study of the assessment of the speaking skills of adult learners of English for speakers of other languages (ESOL). It is prompted by a concern that participants can have differing expectations of what nature of speech event a speaking test actually is. This concern was identified during the administration and analysis of assessments carried out as part of a study into adult ESOL pedagogy in the UK. The paper employs the notions of knowledge schema and frame in discourse to draw together areas of interest in testing: whether the speaking assessment should be viewed as an interview or as a conversation; divergent interpretations of the test event by learners; and variation in interlocutor behaviour. Implications for testing the speaking skills of adult ESOL learners are discussed; these are pertinent at a time of large-scale high-stakes testing of learners who are migrants to English speaking countries.
Description:
This is a study of the assessment of the speaking skills of adult learners of English for speakers of other languages (ESOL). It is prompted by a concern that participants can have differing expectations of what nature of speech event a speaking test actually is. This concern was identified during the administration and analysis of assessments carried out as part of a study into adult ESOL pedagogy in the UK. The paper employs the notions of knowledge schema and frame in discourse to draw together areas of interest in testing: whether the speaking assessment should be viewed as an interview or as a conversation; divergent interpretations of the test event by learners; and variation in interlocutor behaviour. Implications for testing the speaking skills of adult ESOL learners are discussed; these are pertinent at a time of large-scale high-stakes testing of learners who are migrants to English speaking countries.
