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Diamesic Variation in Direct Reported Speech: Representing Orality in Fiction
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In: ISSN: 0557-6989 ; Recherches Anglaises et Nord Americaines ; https://hal-amu.archives-ouvertes.fr/hal-02969797 ; Recherches Anglaises et Nord Americaines, Presses Universitaires de Strasbourg, 2020, Internal Variation : A Special Focus on Diamesic Variation, 53, pp.99-114 ; http://pus.unistra.fr/fr/livre/?GCOI=28682100177140 (2020)
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El español coloquial en registros semiinformales. Análisis del español coloquial en entrevistas semidirigidas.
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Interactional competence with and without extended planning time in a group oral assessment
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Abstract:
Linking one’s contribution to those of others’ is a salient feature demonstrating interactional competence in paired/group speaking assessments. While such responses are to be constructed spontaneously while engaging in real-time interaction, the amount and nature of pre-task preparation in paired/group speaking assessments may have an influence on how such an ability (or lack thereof) could manifest in learners’ interactional performance. Little previous research has examined the effect of planning time on interactional aspects of paired/group speaking task performance. Within the context of school-based assessment in Hong Kong, this paper analyzes the discourse of two group interactions performed by the same four student-candidates under two conditions: (a) with extended planning time (4–5 hours), and (b) without extended planning time (10 minutes), with the aim of exploring any differences in student-candidates’ performance of interactional competence in this assessment task. The analysis provides qualitative discourse evidence that extended planning time may impede the assessment task’s capacity to discriminate between stronger and weaker candidates’ ability to spontaneously produce responses contingent on previous speaker contribution. Implications for the implementation of preparation time for the group interaction task are discussed. ; N/A ; 18 m from date of publication
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Keyword:
conversation analysis; language assessment; oral assessment; peer interactions; speaking; X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/623279
https://doi.org/10.1080/15434303.2019.1602627
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Variação linguística na concordância nominal de número em comentários na rede social Facebook
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Leite, Jessica Bianchi. - : Universidade Tecnológica Federal do Paraná, 2019. : Curitiba, 2019. : Brasil, 2019. : Programa de Pós-Graduação em Estudos de Linguagens, 2019. : UTFPR, 2019
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A multimodal analysis of spoken medical English in expert-to-expert interaction in TV programmes
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 37, 2019, pags. 115-140 (2019)
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Speech Analytics in Research Based on Qualitative Interviews. Experiences from KA3
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In: Fraunhofer IAIS (2018)
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The apparent "syntactic cuts" in colloquial conversation ; Los llamados "cortes sintácticos" de la conversación coloquial
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In: Anuari de filologia. Estudis de lingüística; 2018: Núm.: 8; p. 1-19 (2018)
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Prompted and Unprompted Self-Repairs of Filipino Students of Spanish as a Foreign Language
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In: TDX (Tesis Doctorals en Xarxa) (2017)
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| 10 |
Prompted and Unprompted Self-Repairs of Filipino Students of Spanish as a Foreign Language
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| 12 |
CONVERSACIÓN ESCRITA Y CONVERSACIÓN ORAL: ANÁLISIS COMPARATIVO
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In: Tonos Digital; NÚMERO 32 - ENERO 2017 (2016)
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Consistency in performance in the group oral discussion test: an interactional competence perspective
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| 16 |
Oral Proficiency through Film and ACTFL OPI-Guided Tasks in a Conversation Course
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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| 17 |
El uso del chat en contextos de aprendizaje de lenguas : Translanguaging practices
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| 18 |
From the radio to the classroom: a rhetorical-conversational analysis of the genre “spot”
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In: Filologia e Linguística Portuguesa, Vol 17, Iss 1, Pp 205-225 (2015) (2015)
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| 19 |
Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido
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Varela, Leodecio Martins. - : Universidade Federal do Rio Grande do Norte, 2014. : BR, 2014. : UFRN, 2014. : Programa de Pós-Graduação em Estudos da Linguagem, 2014. : Linguística Aplicada; Literatura Comparada, 2014
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Interacción en el aula y formación inicial del profesorado : hacia la construcción compartida del conocimiento educativo
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 6, Núm. 3 (2013): August/September; p. 20-28 (2013)
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