Evaluating Communicative Competence The Balance Between Accuracy And Intelligibility
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Evaluating communicative competence - the balance between accuracy and intelligibility
The MA thesis deals with the evaluation of spoken communicative competence of beginner foreign language learners. It aims at a more comprehensive and balanced evaluation of learners' speaking performances. In order to better understand what this means, communicative competence and the speaking skill are described with reference to the CEFR. In particular, features of speech and its qualitative carachteristics are explained. Further on, the concepts of error and learner interlanguage are highlighted with a focus on the types of errors, their causes and the strategies to overcome them (communicative strategies). Error analysis is also presented as the research method being used in the empirical part. The present research study tries to shed some light on the role and the gravity of errors in relation to message intelligibility in the speaking performances of A2-level language learners. Its goal is to give some suggestions for a more thorough and balanced evaluation of foreign language spoken expression.
Examining Young Learners: Research and Practice in Assessing the English of School-age Learners
The proposed book on child second language (L2) development and assessment will be a state-of-the-art account of what we currently know about how children learn L2s in formal contexts and how that knowledge impacts on the design, development, and evaluation of language assessment products for young learners. The uniqueness of child L2 development within the classroom is highlighted by considering children's L2 needs, typical patterns of development, and the role of instruction and assessment in how children learn. Common issues shared in child L2 acquisition studies, language testing and educational assessment are explored by linking research carried out within the educational, academic and testing communities. Several case studies are described from different educational contexts around the world where teaching and assessment of young language learners takes place. In particular, the book presents the Cambridge English approach to assessing young learners of English and presents a framework for the development, research and validation activities around the Cambridge English suite battery for children.
From Knowledge to Narrative
Author: Lisa C. Roberts
language: en
Publisher: Smithsonian Institution
Release Date: 2014-07-15
From Knowledge to Narrative shows that museum educators—professionals responsible for making collections intelligble to viewers—have become central figures in shaping exhibits. Challenging the traditional, scholarly presentation of objects, educators argue that, rather than transmitting knowledge, museums' displays should construct narratives that are determined as much by what is meaningful to visitors as by what curators intend. Lisa C. Roberts discusses museum education in relation to entertainment, as a tool of empowerment, as a shaper of experience, and as an ethical responsibility. The book argues for an expanded role for museum education based less on explaining objects than on interpreting narratives.