Difference between revisions of "Konzett2015"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=ARTICLE |
| − | | | + | |Author(s)=Carmen Konzett; |
|Title=Who says what’s correct and how do you say it? Multimodal management of oral peer-assessment in a grammar boardgames in a foreign language classroom. | |Title=Who says what’s correct and how do you say it? Multimodal management of oral peer-assessment in a grammar boardgames in a foreign language classroom. | ||
| − | |||
|Tag(s)=EMCA; Multimodal; Peer-assessment; Grammar; Boardgames; L2; Classroom | |Tag(s)=EMCA; Multimodal; Peer-assessment; Grammar; Boardgames; L2; Classroom | ||
| − | | | + | |Key=Konzett2015 |
|Year=2015 | |Year=2015 | ||
|Journal=Novitas-ROYAL (Research on Youth and Language) | |Journal=Novitas-ROYAL (Research on Youth and Language) | ||
| Line 12: | Line 11: | ||
|Pages=157–173 | |Pages=157–173 | ||
|URL=https://novitasroyal.org/volume-9-issue-2-october-2015/ | |URL=https://novitasroyal.org/volume-9-issue-2-october-2015/ | ||
| + | |Abstract=This paper describes how a small group of students in a foreign language classroom manage the interactional task of orally assessing the correctness of verb forms while playing a board game aimed at revising verb conjugation. In their interaction, the students orient to the institutional context of this activity as a language learning exercise by adhering to the rules of the game and by diligently attending to the production of grammatically correct verb forms. One rule of the game states that the students must decide as a group if the verb forms produced are correct or not. As a consequence, there are recurring ‘assessment moments’ in the game, at which the students are required to make a joint decision over the correctness of the grammatical form. As the data shows, the students manage to achieve this interactional task, taking great care to avoid potential epistemic status incongruences within the group. They do this by exploiting a fine-tuned and economically applied repertoire of multimodal resources, including the ritual of the board game and, crucially, the use of the dice. The latter turns out to be an extremely versatile tool used to complete interactional sequences, manage turn transition, ratify moves in the game and accomplish peer-assessment. | ||
}} | }} | ||
Latest revision as of 14:52, 3 June 2021
| Konzett2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Konzett2015 |
| Author(s) | Carmen Konzett |
| Title | Who says what’s correct and how do you say it? Multimodal management of oral peer-assessment in a grammar boardgames in a foreign language classroom. |
| Editor(s) | |
| Tag(s) | EMCA, Multimodal, Peer-assessment, Grammar, Boardgames, L2, Classroom |
| Publisher | |
| Year | 2015 |
| Language | |
| City | |
| Month | |
| Journal | Novitas-ROYAL (Research on Youth and Language) |
| Volume | 9 |
| Number | 2 |
| Pages | 157–173 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper describes how a small group of students in a foreign language classroom manage the interactional task of orally assessing the correctness of verb forms while playing a board game aimed at revising verb conjugation. In their interaction, the students orient to the institutional context of this activity as a language learning exercise by adhering to the rules of the game and by diligently attending to the production of grammatically correct verb forms. One rule of the game states that the students must decide as a group if the verb forms produced are correct or not. As a consequence, there are recurring ‘assessment moments’ in the game, at which the students are required to make a joint decision over the correctness of the grammatical form. As the data shows, the students manage to achieve this interactional task, taking great care to avoid potential epistemic status incongruences within the group. They do this by exploiting a fine-tuned and economically applied repertoire of multimodal resources, including the ritual of the board game and, crucially, the use of the dice. The latter turns out to be an extremely versatile tool used to complete interactional sequences, manage turn transition, ratify moves in the game and accomplish peer-assessment.
Notes
