using cefr to assess discussions in class · • genre-based approach makes it possible to combine...
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Using CEFR to assess discussions in class
DrAnnaMakarovaCentreofForeignLanguages(FZHB)
UniversityofBremenIATEFLconference2018
BrightonUsingCEFRtoassessdiscussionsinclass
DrA.Makarova
How Common European Framework of Reference for languages can beusedforselectinganapproachtoteachingandfordevisinganassessmentform.SharingresultsofmyactionresearchonteachingandassessingdiscussionPart1:• WhatisgenremethodologyandwhyitisusefulforteachingdiscussionPart2:• HowdiscussionassessmentformwasdevelopedonthebasisoftheCEFR• Avideoofstudents’participationinanargumentativediscussion• Conclusions• References
Common European Framework of Reference for languages: Learning, teaching, assessment Aims:• Toprovideacommonbasisforthedevelopmentoflanguagesyllabuses,examinations,textbooksetc.acrossEurope;• toprovidedescriptorsfordifferentskillsandcompetenciesinmodernlanguages;• toovercomethebarrierstocommunicationcausedbydifferenteducationalsystems
Argumentative discussion • Exchangeofideas• Interaction,involvesbothlisteningandspeaking,receptionandproduction
https://www.google.de/search?q=interaction+communication+group+cartoon&safe=active&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjmv6GbrqraAhUGL1AKHfqyDcIQ_AUICigB&biw=1455&bih=677#imgrc=JOayBPQbk5jwYM
No sufficiently strong research-based consensus on howlearnerslearn(Chapter6CEFR).
Teachersneedprovidetherichestpossiblelinguisticenvironmentin
whichlearningcantakeplacewithoutformalteaching.
Somebelievethatthosewhohave
learntthenecessaryrulesofgrammarandlearntvocabularywillbeableto
understandandusethelanguage.
‘Mainstream’teachersandlearnersfollowmoreeclecticpracticesrecognisingthatlearnersrequiremorecontextualised
input
• Theaimistofamiliarisestudentswithfeaturesofgenresrelevanttotheindependentproductionoftheirowntextsforsimilarcontexts.
Genre-basedapproachinlanguageteachingmeansusingtarget
textsandrecordingsasmodels
Usingtheconceptof‘genre’forteaching
SystemicFunctionalLinguistics(SFL),Halliday(1994),Martin(1984)EnglishforSpecificPurposes(ESP)Swales(1990)
Oralgenres
Businessdiscussion PresentationinMarketing
• Planningforspokeninteractioninvolvestheactivationofschemata(i.e.adiagramrepresentingthestructureofacommunicativeinteraction)oftheexchangepossibleandprobableintheforthcomingactivity(CEFR,p84)
• Genre-basedapproachoffersmethodologyfortheactivationofschemata• Learnersneedtolookatamodel,atanexampleofacommunicativeeventandtoanalyseitsstructureandlinguisticfeaturesthataretypicalofthisinteraction.
Whatdoesteachinganargumentativediscussioninvolve?
The main stages of teaching/ learning a genre can be summarised as follows: • Demonstrate
Analyse
PractiseParticipate
Assess/evaluate
Stage 1: demonstrate Directexposuretoauthenticuseoflanguage.
ExtractsfromTVdiscussions,youtubevideos
Demonstratinganauthenticinteractionisusefulformakingstudentsawareofwhatiscommonpracticeinthistypeofcommunicationinthetargetlanguage
Tasks to students while they are watching Reflect3dimensionsoforalinteraction:sound,organisation,behaviour
• 1)analysingthestructureoftheinteraction,organisationofthearguments;• 2)Identifyingintonationpatterns,grammaticalandrhetoricalfeatures;• 3)Analysingnon-verbalcommunication/gestures,facialexpressions
Examples of questions to students while they are watching a video • Identifythestructureofthediscussion.• Howareargumentsstructured?• Whichspeakerssoundparticularlyconvincing?Why?• Whichrhetoricaltacticsdotheyusetosoundmoreconvincing?• Whatistheroleofgestures?Dotheyhelptolookmoreconvincing?• Howdothespeakerstaketurns?Howlongdotheyspeak?Aretheyinterruptedbyotherspeakers?• Whatisthedifferencebetweenthisdiscussionandthewayitisheldinyourculture?
Stage 2: practice. Teaching rhetorical tactics. Starting a turn. 1. Workinpairs.StudentA:thinkof5statementsthatyouwouldliketomakeaboutadvantagesof…….Youcanusequestiontagstoaskrhetoricalquestions.Choosetherelevantbeginningsfromtheonesbelowtosaythem.Listentoyourpartnerwhoisgoingtoexpresshis/herviewinresponsetowhatyousay:1. Ihavetosay2. Icantellyounow3. thequestionhasgottobeasked4. whatI’msayingisthat
5. CanIjustsay6. Letmeaskyouaquestion
7. Ijustwanttosay
• StudentB:Ifyouagreetosomeextentordisagreeandwanttomakeacontrastingpoint,startyourargumentbymentioningwhatyouagreewithfirst,andthenmakeyourpoint.Usethefollowingphrasestostartyourargument:
• Youarerightinsayingthat….,but• Nobodyisdenyingthat….• Butdon’tyouthinkthat…• Well,myviewis…(ifyoudisagree)
• Well,…(ifyoudisagree)
Agreeing/disagreeing
• Referringtowhatotherpeoplesaid:• Usethefollowingphrasestorefertowhatyourpartnersaidinthepreviousexercise:• Comingbacktoyour(astudent’sname)pointthat…• I’mfollowingyour(astudent’sname)earliercomments• addressingthepoint• relatingtoanotherpoint• Talkingabout• Withregardsto…• asfaras……………………..isconcerned
Teaching to use cleft sentences to emphasise ideas • Completethefollowingstatementsandusetheminyourarguments:
Example:Whatisespeciallyimportantistoprovideopportunitiesfor…...
1. Whatisespeciallyimportantis…2. Whatshouldbedoneis…3. Whatisworryingis(that)…4. Thepointwhichisreallyimportantis(that)5. Itis…..thatweneed/don’tneed
Stage 3. Participation of students in an argumentative discussion. • Beingabletotakeuppositions,pursueargumentsandexpoundonone’sopinionsinrealtimeisachallengingtaskevenfornativespeakers.• Homeworktasktoprepareforparticipationinadiscussion
Exampleofatask:
Groupsofstudentsperforminturninfrontoftheirclassmateswhoactastheaudienceorcanbepairedupwiththe
studentstogivefeedback.
Part 2. Creating a discussion assessment form • TheFrameworkprovidesillustrativescalesforassessingformaldiscussionsandmeetings(p.78):
C1 Learnerscaneasilykeepupwiththedebate,evenonabstract,complexunfamiliartopics.Canargueaformalpositionconvincingly,respondingtoquestionsandcommentsandansweringcomplexlinesofcounterargumentfluently,spontaneouslyandappropriately.
B2 cankeepupwithananimateddiscussion,identifyingaccuratelyargumentssupportingandopposingpointsofview.Canexpressideaswithprecision,presentandrespondtocomplexlinesofargumentsconvincingly.
B1 Canfollowmuchofwhatissaidthatisrelatedtotheirfield,providedinterlocutorsavoidveryidiomaticusageandarticulateclearly.Canputoverapointofviewclearly,buthasdifficultyengaginginadebate.
Communicative Language competences:
Linguisticcompetences
Socio-linguistic
competences
Pragmaticcompetences
Functionalcompetences
Discoursecompetences1) Grammaticalrange
andcontrol2) Vocabulary3) Phonologicalcontrol4) Semantic
competence5) Orthoepic
competence
1)Flexibilitytocircumstances2)Turntaking3)Thematicdevelopment4)Coherenceandcohesion
1) Fluency2) Propositional
precision
Discussion assessment form: • Pragmaticcompetences:• A)Takingpartinadiscussion;• B)Fluencyandspontaneity• C)Turn-taking• Socio-linguisticcompetences:• Useofrhetoricaltactics• Linguisticcompetences:• A)Vocabulary-range• B)Grammar-rangeandcontrol• C)Phonologicalcontrol
1. Takingpartinadiscussion.1 Providesseveral-wordinappropriatecontributionsveryrarely2 Makesafewcontributions,butdoesnotexpressone’spointofviewclearly3 Isabletofollowadiscussionandmakesomerelevantcontributions4 Isabletofollowadiscussionandmakewell-formedknowledgeablecontributions5 Takesanactivepartinadiscussion.Isabletoformulateideaselegantly.Demonstrates
excellentknowledgeofthetopic
2. Fluencyandspontaneity1 Speakswithlongpauses,producesincompletestretchesofspeech2 Overrelianceonwrittenmaterialwhileexpressingone’spointofview,makeslongpauses
andhesitateswhilespeaking3 Generallyfluentspeech,somerelianceonwrittenmaterial4 Goodfluentspeech,someshortpauses5 Excellentandspontaneousspeech
1. Turn-taking1 Unabletotaketurnsatasuitabletime2 Attemptstotaketurnsbuttimingisinappropriate.Speakseithertoolongortooshort3 Attemptstotaketurnsatthecorrecttime.Notalwayscorrectlength4 Takesturnsatappropriatetimeandmakesappropriatecontributions.5 Excellentturn-taking,appropriatetiming,appropriatelengthofcontributions
2. Useofrhetoricaltactics(additionalpoints)
1-2-3
Usesdifferentlinguistictacticstoemphasisetheirargument:rhetoricalquestions,cleftsentences,etc.(dependsonthenumberandappropriateness)
1-2 Canmanageone’sturninadiscussion:isabletorefertoparticularpointsinadiscussion,cansequenceone’sarguments
• Discussionismorechallengingthanpresentationasitinvolvesproductionandreceptionstrategies• ThestudentshadnothadpreviousexperienceoftakingpartinadiscussioninEnglish• Theyareusingdifferentrhetoricaltactics,suchasreferringtoparticularpoints,rhetoricalquestions,etc.• Theassessmentformisanimportantmotivationfactor
Advantages of the assessment form • Itcanbeusedfor:• 1)settingobjectivesattheinitialstagewhenstudentsneedtounderstandwhichlevelofproficiencytheyareexpectedtoachieve;• 2)forself-assessmentandfortheformativeassessmentduringthecourse.• 3)Forthesummativeevaluationattheendofthecourse(forexamination).
Conclusion • Genre-basedapproachmakesitpossibletocombineusingauthenticmaterialswithinvolvinglearnersinparticipatinginaninteraction.• Assessmentformwasdesignedtoevaluatecompetencesinvolvedintheproductionofgenreofdiscussion.• Thenoveltyoftheapproachliesinincludingcategorieswhichreflectthecharacteristicsofspeechdemonstratingthatthegenreofdiscussionhasbeenmastered.• CEFRishelpfulfordesigningtheform,however,ourownknowledgeandexperienceisneededtofillinthegaps
References • CommonEuropeanFrameworkofReferenceforLanguages:Learning,teaching,assessment(2011),12thprinting,CambridgeUniversityPress• Halliday,M.A.K.(1994)AnIntroductiontoFunctionalGrammar,EdwardArnold,London• Swales,J.(1990)GenreAnalysis:EnglishinAcademicandResearchSettings,Cambridge,CambridgeUniversityPress.• MakarovaA(2013)Anexaminationoftheconceptof‘genre‘asatoolforthedesignspeakingactivitiesforESPpurposes‘OpenUniversity,Dedthesis
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