Difference between revisions of "Daskin2017"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Nilüfer Can Daşkın | |Author(s)=Nilüfer Can Daşkın | ||
| − | |Title=A conversation analytic investigation into L2 classroom interaction and informal | + | |Title=A conversation analytic investigation into L2 classroom interaction and informal formative assessment |
| − | formative assessment | + | |Tag(s)=EMCA; Assessments; Classroom interactions; L2; |
| − | |Tag(s)=EMCA; Assessments; Classroom interactions; L2; | ||
|Key=Daskin2017 | |Key=Daskin2017 | ||
|Year=2017 | |Year=2017 | ||
| Line 11: | Line 10: | ||
|Number=1 | |Number=1 | ||
|Pages=4-24 | |Pages=4-24 | ||
| − | |Abstract=With the reconceptualization of Formative Assessment (FA) as a much more complicated, a | + | |URL=http://dergipark.gov.tr/download/article-file/296291 |
| − | locally situated and a dynamic process, it is now acknowledged that FA does not only involve | + | |Abstract=With the reconceptualization of Formative Assessment (FA) as a much more complicated, a locally situated and a dynamic process, it is now acknowledged that FA does not only involve formal practices but also informal ones which occur in and through interaction. This study adopts the term “informal formative assessment” (Ruiz-Primo, 2011) to refer to any of those FA practices emerging in and through language classroom interaction. Although the informal dimension to FA has been discussed in theory, how informal FA emerges in practice in naturally-occurring classroom interaction has not been explored adequately. While classroom interaction research neglects the relevance of their findings to FA practices, classroom-based assessment research is heavily concerned with formal FA disregarding the place of interaction in assessment practices. Aiming to bring the two kind of research together, this article, in a single case analysis, proposes Conversation Analysis (CA) for illustrating how FA informally emerges as an interactional practice in an L2 classroom. Sample data is presented from a corpus of video-recordings of an EFL class (55 classroom hours) in a preparatory school at a Turkish state university. |
| − | formal practices but also informal ones which occur in and through interaction. This study | ||
| − | adopts the term “informal formative assessment” (Ruiz-Primo, 2011) to refer to any of those | ||
| − | FA practices emerging in and through language classroom interaction. Although the informal | ||
| − | dimension to FA has been discussed in theory, how informal FA emerges in practice in | ||
| − | naturally-occurring classroom interaction has not been explored adequately. While classroom | ||
| − | interaction research neglects the relevance of their findings to FA practices, classroom-based | ||
| − | assessment research is heavily concerned with formal FA disregarding the place of interaction | ||
| − | in assessment practices. Aiming to bring the two kind of research together, this article, in a | ||
| − | single case analysis, proposes Conversation Analysis (CA) for illustrating how FA informally | ||
| − | emerges as an interactional practice in an L2 classroom. Sample data is presented from a | ||
| − | corpus of video-recordings of an EFL class (55 classroom hours) in a preparatory school at a | ||
| − | Turkish state university. | ||
}} | }} | ||
Latest revision as of 02:14, 4 November 2018
| Daskin2017 | |
|---|---|
| BibType | ARTICLE |
| Key | Daskin2017 |
| Author(s) | Nilüfer Can Daşkın |
| Title | A conversation analytic investigation into L2 classroom interaction and informal formative assessment |
| Editor(s) | |
| Tag(s) | EMCA, Assessments, Classroom interactions, L2 |
| Publisher | |
| Year | 2017 |
| Language | |
| City | |
| Month | |
| Journal | ELT Research Journal |
| Volume | 6 |
| Number | 1 |
| Pages | 4-24 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
With the reconceptualization of Formative Assessment (FA) as a much more complicated, a locally situated and a dynamic process, it is now acknowledged that FA does not only involve formal practices but also informal ones which occur in and through interaction. This study adopts the term “informal formative assessment” (Ruiz-Primo, 2011) to refer to any of those FA practices emerging in and through language classroom interaction. Although the informal dimension to FA has been discussed in theory, how informal FA emerges in practice in naturally-occurring classroom interaction has not been explored adequately. While classroom interaction research neglects the relevance of their findings to FA practices, classroom-based assessment research is heavily concerned with formal FA disregarding the place of interaction in assessment practices. Aiming to bring the two kind of research together, this article, in a single case analysis, proposes Conversation Analysis (CA) for illustrating how FA informally emerges as an interactional practice in an L2 classroom. Sample data is presented from a corpus of video-recordings of an EFL class (55 classroom hours) in a preparatory school at a Turkish state university.
Notes
