Difference between revisions of "Huth-Betz2019"

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(Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Thorsten Huth; Emma Betz |Title=Testing Interactional Competence in Second Language Classrooms Goals, Formats and Caveats |Editor(...")
 
 
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|BibType=INCOLLECTION
 
|BibType=INCOLLECTION
 
|Author(s)=Thorsten Huth; Emma Betz
 
|Author(s)=Thorsten Huth; Emma Betz
|Title=Testing Interactional Competence in Second Language Classrooms
+
|Title=Testing interactional competence in second language classrooms: goals, formats and caveats
Goals, Formats and Caveats
 
 
|Editor(s)=M. Rafael Salaberry; Silvia Kunitz
 
|Editor(s)=M. Rafael Salaberry; Silvia Kunitz
 
|Tag(s)=EMCA; Interactional competence; L2; Classroom discourse; Testing
 
|Tag(s)=EMCA; Interactional competence; L2; Classroom discourse; Testing
 
|Key=Huth-Betz2019
 
|Key=Huth-Betz2019
 +
|Publisher=Routledge
 
|Year=2019
 
|Year=2019
 
|Language=English
 
|Language=English
|Booktitle=Teaching and Testing L2 Interactional Competence Bridging Theory and Practice
+
|Address=New York, NY
 +
|Booktitle=Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice
 +
|Pages=322–356
 
|URL=https://www.taylorfrancis.com/books/e/9781315177021/chapters/10.4324/9781315177021-13
 
|URL=https://www.taylorfrancis.com/books/e/9781315177021/chapters/10.4324/9781315177021-13
 +
|DOI=10.4324/9781315177021-13
 
|Abstract=This chapter focuses on practical testing formats for specific learning targets in Interactional Competence (IC) that are consistent with the pedagogy and teaching materials that are available. It discusses written testing formats rather than oral testing. Written test tasks are rarely used in IC testing. The chapter also discusses the consequences in order to contextualize the testing formats for IC learning targets. The IC of competent speakers includes knowledge and abilities that are situated in, and negotiate, the sequentiality of interaction. Language teachers and teacher educators have started to incorporate the results from Conversation Analysis (CA) research into second language (L2) teaching by turning CA findings into tangible classroom learning targets. Research shows that such learning targets in IC can indeed be taught and learned successfully in L2 classrooms. As an indirect measure of L2 learner knowledge and ability, written formats impose some constraints compared to oral testing.
 
|Abstract=This chapter focuses on practical testing formats for specific learning targets in Interactional Competence (IC) that are consistent with the pedagogy and teaching materials that are available. It discusses written testing formats rather than oral testing. Written test tasks are rarely used in IC testing. The chapter also discusses the consequences in order to contextualize the testing formats for IC learning targets. The IC of competent speakers includes knowledge and abilities that are situated in, and negotiate, the sequentiality of interaction. Language teachers and teacher educators have started to incorporate the results from Conversation Analysis (CA) research into second language (L2) teaching by turning CA findings into tangible classroom learning targets. Research shows that such learning targets in IC can indeed be taught and learned successfully in L2 classrooms. As an indirect measure of L2 learner knowledge and ability, written formats impose some constraints compared to oral testing.
 
}}
 
}}

Latest revision as of 17:05, 15 January 2020

Huth-Betz2019
BibType INCOLLECTION
Key Huth-Betz2019
Author(s) Thorsten Huth, Emma Betz
Title Testing interactional competence in second language classrooms: goals, formats and caveats
Editor(s) M. Rafael Salaberry, Silvia Kunitz
Tag(s) EMCA, Interactional competence, L2, Classroom discourse, Testing
Publisher Routledge
Year 2019
Language English
City New York, NY
Month
Journal
Volume
Number
Pages 322–356
URL Link
DOI 10.4324/9781315177021-13
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice
Chapter

Download BibTex

Abstract

This chapter focuses on practical testing formats for specific learning targets in Interactional Competence (IC) that are consistent with the pedagogy and teaching materials that are available. It discusses written testing formats rather than oral testing. Written test tasks are rarely used in IC testing. The chapter also discusses the consequences in order to contextualize the testing formats for IC learning targets. The IC of competent speakers includes knowledge and abilities that are situated in, and negotiate, the sequentiality of interaction. Language teachers and teacher educators have started to incorporate the results from Conversation Analysis (CA) research into second language (L2) teaching by turning CA findings into tangible classroom learning targets. Research shows that such learning targets in IC can indeed be taught and learned successfully in L2 classrooms. As an indirect measure of L2 learner knowledge and ability, written formats impose some constraints compared to oral testing.

Notes