Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction

Date

2019-10-01

Author

CAN DAŞKIN, NİLÜFER
Hatipoğlu, Çiler

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

222
views

0
downloads

In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis (CA), we uncover the emergence of instances of reference to a past learning event (RPLE) in L2 classroom interaction and highlights its relevance to informal FA. Data from a corpus of video-recordings of an EFL classroom in a preparatory school at tertiary level are presented. It is seen that RPLEs occur when the teacher contingently extends the main instructional activity to focus on what was presented interactionally earlier. In this way, the teacher seeks evidence of student knowledge and understanding and/or acts on the negative evidence already elicited in order to enhance learning and shape instruction. The analysis of RPLE instances also brings evidence for the relation between learning and assessment together with the tracking of language learning behaviour in subsequent learning events from the perspective of CA-SLA. As a result, this study bridges a gap between language assessment and classroom research by suggesting that teachers' ability to informally assess for formative purposes is an integral part of their classroom interactional competence.

Subject Keywords

Linguistics and Language, Social Sciences (miscellaneous), Language and Linguistics

URI

https://hdl.handle.net/11511/35143

Journal

LANGUAGE TESTING

DOI

https://doi.org/10.1177/0265532219857066

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

An investigation of incidental vocabulary acquisition in relation to learner proficiency level and word frequency Tekmen, E. Anne Ferrell; Daloğlu, Ayşegül (Wiley, 2006-06-01) This study examined the relationship between learners' incidental vocabulary acquisition and their level of proficiency, and between acquisition and word frequency in a text. Participants were Turkish learners of English at three proficiency levels. One reading text and four vocabulary tests were administered over a two-week period. Analyses of the data revealed that lexical gains from reading were significant for each group (p < .05). The higher proficiency groups were able to acquire more words than lower...
Language learning from the perspective of nonlinear dynamic systems Hohenberger, Annette Edeltraud; Peltzer-Karpf, Annemarie (Walter de Gruyter GmbH, 2009-01-01) This article outlines a nonlinear dynamic systems approach to language learning on the basis of developmental cognitive neuroscience. Language learning, on this view, is a process of experience-dependent shaping and selection of broadly defined domain-general and domain-specific genetic predispositions. The central concept of development is (neuro) cognitive,e growth in terms of self-organization. Linguistic structure-building is synergetic and emergent insofar as the acquisition of a critical mass of eleme...
Pre-Service Science Teachers' Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation Senler, Burcu; Sungur, Semra (Cambridge University Press (CUP), 2013-01-01) The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personalit...
An investigation into the implementation of alternative assessment in the young learner classroom Çetin, Lynn Marie Bethard; Özbek Gürbüz, Nurdan; Department of English Language Teaching (2011) The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers’ practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, ...
Promoting spontaneous speech in the EFL class Norman, U (Wiley, 1996-12-01) A common concern of teachers of English as a second or foreign language is how to stimulate their students to use English in spontaneous speech beyond the mechanical level of many textbooks. This article outlines a set of classroom activities to promote free oral interaction for EFL students at the intermediate level. Basically, an initial stage of individual preparation is recommended in order to give the students some confidence to use English freely in class. The responsibility of searching for topics an...

Citation Formats

N. CAN DAŞKIN and Ç. Hatipoğlu, “Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction,” LANGUAGE TESTING, pp. 527–551, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/35143.