Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Diverging task orientations in L2 oral proficiency tests: a conversation analytic approach to participant understandings of pre-set discussion tasks
Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur. (Centrum för språk- och litteraturdidaktik (CSL))ORCID-id: 0000-0002-7286-1577
Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur. (Centrum för språk- och litteraturdidaktik (CSL))ORCID-id: 0000-0003-0511-4624
2013 (engelsk)Inngår i: Nordic Journal of Modern Language Methodology, E-ISSN 1894-2245, Vol. 2, nr 1, s. 1-21Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Presumably most students strive to do well in school and on national tests. However, even in standardized tests, students’ and examiners’ expectations on what it means to ‘do well’ may diverge in ways that are consequential to performance and assessment. In this paper, we examine how students and teachers in an L2 English peer–peer speaking national test (9th grade) display their understandings of appropriate ways of dealing with pre-set discussion tasks. Using conversation analysis and 38 recorded national tests in English in Sweden, we demonstrate, e.g., how teachers’ displayed understandings of how tasks should be appropriately handled steer the interactional trajectory between students in particular directions. The analysis shows that participants spend much time on negotiating understandings of the task-at-hand. We argue that in terms of valid assessment of oral proficiency, task understandings merit more attention, as task negotiations inevitably generate different conditions for different dyads and teachers.

sted, utgiver, år, opplag, sider
2013. Vol. 2, nr 1, s. 1-21
HSV kategori
Identifikatorer
URN: urn:nbn:se:kau:diva-28030OAI: oai:DiVA.org:kau-28030DiVA, id: diva2:630022
Tilgjengelig fra: 2013-06-18 Laget: 2013-06-18 Sist oppdatert: 2018-01-11bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Sandlund & Sundqvist (2013)

Personposter BETA

Sandlund, EricaSundqvist, Pia

Søk i DiVA

Av forfatter/redaktør
Sandlund, EricaSundqvist, Pia
Av organisasjonen
I samme tidsskrift
Nordic Journal of Modern Language Methodology

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 321 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf