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Assessment of English discursive competence
Authors’ Names: CHUN YI LEE, Fabio Meneses and
Laura Romero.
Advisor’s Name: Wilder Escobar
Academic Program: Bilingual Education Degree
Institution: El Bosque University
2013
Theoretical Framework
DiscursiveCompetences
Canale (1984)
Communicative
Competences
Canale (1984)
Assessment
Nicol & Macfarlane (2007)
Assessment
Nicol & Mcfarlane
(2007)
Clarify what good
performance is
Students’ information about their learning.
Teacher and peer
dialogue
Self-assessment in learning.
Communicative
Competences
Discursivecompetence
Meaningful unity of spoken or written texts
Pragmaticcompetence
Creating and understanding
discourse
Languagecompetence
Use language resources to
form well-structured messages
Discursive Competences
• Resources to assess
discursive competences.
Statement of the
problem
• Learning goals for discursive competences.
Statement of the
problem
• Electronic portfolio as an important tool.
Rationale
• Assess fluency and grammar.
• Compare and contrast students’ oral production.
Research question:
What is the impact of an electronic portfolio
on the assessment of English discursive
competence for tenth grade-students’ in a
public High School in Bogotá, Colombia?
General Objective:
To attest the impact of electronic portfolios on the assessment of English discursive
competence.
Specific Objectives:
To describe the processes of designing lessons for, and assessment of, discursive competence through
implementing electronic portfolios.
To establish learning goals to assess discursive competence in EFL learners based on their progress and
performance, using electronic portfolios as an assessment tool.
Type of study:
1. Qualitative Research:
Denzin & Lincon (2000).
2. Descriptive research:
Gay (2006).
3. Action Research:
Ferrance (2000).
Instruments:
Interviews:
Tests:
Electronic portfolio
Setting and participants: Population:
Institution: Cristobal Colon High School.
Grade: Tenth
Location: San Cristobal Norte
Schedule: 6:30 p.m. to 10:00 p.m.
Number of students: 30
Ages: 16 – 59 years old
English level: Elementary
Instructional Design
Field observation
Teachers needed to improve student assessment practices
Planning
Researchers gathered information and collected data
Tests
Speaking tasks were designed by researchers
Categories
Fluency
Vocabulary Self-
awareness
“Monserrate is good place /pla-ce/ in the downtown you can find a catholic church, restaurants and a beautiful /be-a-u-ti-ful/ riew of the city”.
Pro
nu
ncia
tio
n
Hesita
tion
“e… I……. Stay in
Bogota, este…….
To…. visit the place”.
Pronunciation
To speak the properly Phonetics.
Gilakjani (2011)
Hesitation
Pauses of varying lengths.
Rieger (2003)
Fluency
Vocabulary
TOPIC: KINDS OF
TRANSPORTATION IN
BOGOTA AND HOW
INTRODUCE THEM TO
FOREIGN PEOPLE
DATE: September 14th 2012
Types of transportation:
1 . B i c yc l e
2 . B u s
3 . C a r
4 . M o t o r c yc l e
5 . T a x i
6 . T r a n s m i l e n i o
Ve r b s :
1 . C a n ( a u x i l i a r y )
2 . G e t ( v e r b )
Self-awareness
Self- reflection
A tool for professional
development.
Lenburg (2000)
Self-correction
Learners notice some of their
errors.
Makino (1993)
“Me gustaría aprender a pronunciar y a escribir
bien en ingles”.
Tenth grade-students of English.September21st.
“Monserrate is good place /pla-ce/ in the downtown you can find a catholic
church, restaurants and a beautiful /be-a-u-ti-ful/
view of the city”.
Used to assess other competences or
different subjects in different contexts.
Teachers could modify and improve
their further activities.
1. Fluency improvement through watching
videos.
2. Vocabulary improvement through
visual aids.
3. Self-awareness improvement through
analysis.
Conclusions
References Canale, M. (1984). Communicative Competence Approaches to Language Proficiency
Assessment: Research and Application. Clevedon, Avon. Multilingual matters Ltd.
Cunningham, M. (1999).Improving adult English language learners’ discursive skills.Washington, DC: National Center for ESL Literacy Education.
Gilakjani , A. (2011). Why is Pronunciation So Difficult to Learn? English LanguageTeaching, 4(3), 74-83.
Lenburg, C. (2000). Promoting Competence through Critical Self-Reflection andPortfolio Development: The Inside Evaluator and the Outside Context. TennesseeNurse, 63(3), 11-18.
López, R. (1995). Teaching and learning vocabulary: an introduction for English students.Magisterio de Albacete. UCLM,1(1), 35-49.
Makino, T. (1993).Learner self-correction in EFL written compositions.ELTjournal, 47(4), 337-341.
Nicol, D.& Macfarlane‐Dick, D. (2007). Formative assessment and self‐regulatedlearning: a model and seven principles of good feedback practice. Studies in HigherEducation. 31 (2), 199–218.
Rieger, C. (2003). Disfluencies and hesitation strategies in oral L2 tests.ISCA Archive, 5(8), 41–44.