https://emcawiki.net/index.php?title=Kley2019&feed=atom&action=historyKley2019 - Revision history2024-03-29T06:21:50ZRevision history for this page on the wikiMediaWiki 1.31.1https://emcawiki.net/index.php?title=Kley2019&diff=24374&oldid=prevAndreiKorbut at 17:04, 15 January 20202020-01-15T17:04:27Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 17:04, 15 January 2020</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|BibType=INCOLLECTION</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|BibType=INCOLLECTION</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Author(s)=Katharina Kley</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Author(s)=Katharina Kley</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>|Title=What <del class="diffchange diffchange-inline">Counts </del>as <del class="diffchange diffchange-inline">Evidence </del>for <del class="diffchange diffchange-inline">Interactional Competence</del>? Developing <del class="diffchange diffchange-inline">Rating Criteria </del>for a German <del class="diffchange diffchange-inline">Classroom</del>-<del class="diffchange diffchange-inline">Based Paired Speaking Test</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>|Title=What <ins class="diffchange diffchange-inline">counts </ins>as <ins class="diffchange diffchange-inline">evidence </ins>for <ins class="diffchange diffchange-inline">interactional competence</ins>? Developing <ins class="diffchange diffchange-inline">rating criteria </ins>for a German <ins class="diffchange diffchange-inline">classroom</ins>-<ins class="diffchange diffchange-inline">based paired speaking test</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Editor(s)=M. Rafael Salaberry; Silvia Kunitz</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Editor(s)=M. Rafael Salaberry; Silvia Kunitz</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Tag(s)=EMCA; German; Interactional competence; Classroom; L2</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Tag(s)=EMCA; German; Interactional competence; Classroom; L2</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Key=Kley2019</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Key=Kley2019</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">|Publisher=Routledge</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Year=2019</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Year=2019</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Language=English</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Language=English</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>|Booktitle=Teaching and Testing L2 Interactional Competence Bridging Theory and Practice</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">|Address=New York, NY</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>|Booktitle=Teaching and Testing L2 Interactional Competence<ins class="diffchange diffchange-inline">: </ins>Bridging Theory and Practice</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">|Pages=291–321</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|URL=https://www.taylorfrancis.com/books/e/9781315177021/chapters/10.4324/9781315177021-12</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|URL=https://www.taylorfrancis.com/books/e/9781315177021/chapters/10.4324/9781315177021-12</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">|DOI=10.4324/9781315177021-12</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Abstract=This chapter presents the findings from a conversation analysis conducted on beginning German learners’ speaking test data and discusses the development of a rubric, which is based on the emically derived findings of the data analysis and the teacher’s curricular goals. It also presents the speaking test data from learners enrolled in a second-semester German course at a language center of a private research university in the United States. These learners have been part of an innovative and experimental pedagogical effort to explicitly teach Interactional Competence (IC) in the beginning semesters of German language instruction. As early as 1986, Claire Kramsch argued that the goal of second language teaching and learning should shift from grammatical accuracy to IC that is; the skills and knowledge that individual employ to engage in interaction. The chapter analyses the importance of a data-driven approach for the development of rubrics in classroom-based IC speaking tests.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Abstract=This chapter presents the findings from a conversation analysis conducted on beginning German learners’ speaking test data and discusses the development of a rubric, which is based on the emically derived findings of the data analysis and the teacher’s curricular goals. It also presents the speaking test data from learners enrolled in a second-semester German course at a language center of a private research university in the United States. These learners have been part of an innovative and experimental pedagogical effort to explicitly teach Interactional Competence (IC) in the beginning semesters of German language instruction. As early as 1986, Claire Kramsch argued that the goal of second language teaching and learning should shift from grammatical accuracy to IC that is; the skills and knowledge that individual employ to engage in interaction. The chapter analyses the importance of a data-driven approach for the development of rubrics in classroom-based IC speaking tests.</div></td></tr>
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</table>AndreiKorbuthttps://emcawiki.net/index.php?title=Kley2019&diff=17823&oldid=prevElliottHoey: Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Katharina Kley |Title=What Counts as Evidence for Interactional Competence? Developing Rating Criteria for a German Classroom-Based..."2019-10-08T14:16:14Z<p>Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Katharina Kley |Title=What Counts as Evidence for Interactional Competence? Developing Rating Criteria for a German Classroom-Based..."</p>
<p><b>New page</b></p><div>{{BibEntry<br />
|BibType=INCOLLECTION<br />
|Author(s)=Katharina Kley<br />
|Title=What Counts as Evidence for Interactional Competence? Developing Rating Criteria for a German Classroom-Based Paired Speaking Test<br />
|Editor(s)=M. Rafael Salaberry; Silvia Kunitz<br />
|Tag(s)=EMCA; German; Interactional competence; Classroom; L2<br />
|Key=Kley2019<br />
|Year=2019<br />
|Language=English<br />
|Booktitle=Teaching and Testing L2 Interactional Competence Bridging Theory and Practice<br />
|URL=https://www.taylorfrancis.com/books/e/9781315177021/chapters/10.4324/9781315177021-12<br />
|Abstract=This chapter presents the findings from a conversation analysis conducted on beginning German learners’ speaking test data and discusses the development of a rubric, which is based on the emically derived findings of the data analysis and the teacher’s curricular goals. It also presents the speaking test data from learners enrolled in a second-semester German course at a language center of a private research university in the United States. These learners have been part of an innovative and experimental pedagogical effort to explicitly teach Interactional Competence (IC) in the beginning semesters of German language instruction. As early as 1986, Claire Kramsch argued that the goal of second language teaching and learning should shift from grammatical accuracy to IC that is; the skills and knowledge that individual employ to engage in interaction. The chapter analyses the importance of a data-driven approach for the development of rubrics in classroom-based IC speaking tests.<br />
}}</div>ElliottHoey