Organizing talk in group speaking tests: learning from high-scoring students.
This article investigates how group speaking test candidates manage group talk during assessed, time-limited tasks. Drawing on recorded and transcribed data, it explores how higher-scoring learners manage spoken assessment tasks through their talk, moving conversations on or slowing them down in ord...
| Publicado en: | ELT Journal: English Language Teaching Journal Vol. 75; no. 1; pp. 42 - 55 |
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| Autores principales: | , |
| Formato: | Artículo |
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Oxford University Press / USA
Jan2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=149313676&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 149313676 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 09510893 ELT jtl: ELT Journal: English Language Teaching Journal issn: 09510893 maglogo: N pubinfo: dt: Jan2021 vid: 75 iid: 1 pid: 622 pub: Oxford University Press / USA artinfo: ui: 149313676 10.1093/elt/ccaa052 ppf: 42 ppct: 13 formats: tig: atl: Organizing talk in group speaking tests: learning from high-scoring students. aug: au: Stephenson, Michael Hall, Graham affil: English for Academic Purposes (EAP) at INTO Newcastle University , UK Applied Linguistics/TESOL at Northumbria University , UK su: Language ability testing English language Conversation Language exams Tasks sug: subj: Language ability testing English language Conversation Language exams Tasks ab: This article investigates how group speaking test candidates manage group talk during assessed, time-limited tasks. Drawing on recorded and transcribed data, it explores how higher-scoring learners manage spoken assessment tasks through their talk, moving conversations on or slowing them down in order to perform and complete the tasks' requirements in a timely way. These data are contrasted with the ways in which lower-scoring test candidates attempt to organize and manage assessed group talk. While the data and findings from this particular study can be used to teach students about, and prepare them for, multi-person discussions and, more specifically, task-oriented and time-limited group speaking tests, we also suggest that our awareness-raising investigatory approach, if brought into the classroom, offers learners (and teachers) a way of uncovering some of what actually occurs during talk, illuminating the 'invisible rules' that guide how participants engage in and manage interaction. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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