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Assessing Russian Students' Interactive Activities in the English Classroomтезисы доклада
Информация о цитировании статьи получена из
Web of Science
Дата последнего поиска статьи во внешних источниках: 18 сентября 2019 г.
- Автор: Safonova V.V.
- Сборник: Conference Proceedings of the 7th International Conference on New Trends in English Language Teaching and Testing
- Тезисы
- Год издания: 2019
- Место издания: Canadian Institute of Knowledge Development Dubai
- Первая страница: 40
- Последняя страница: 40
- Аннотация: With the CEFR’s suggestion to move from Lado’s four language skills to four modes of communication (perception, production, interaction & mediation), ELT methodology is facing some new challenges, especially in the field of developing assessment materials for evaluating learners’ skills in performing activities related to the CEFR four modes of communication. This paper focuses on several current issues concerning the tools of assessing Russian students’ oral interactive skills. Firstly, the paper discusses the similarities and differences in assessing traditional oral skills and communication skills involved in interaction activities & strategies. Secondly, the author argues that a comparative analysis oflearners’ interactive culture & repertoire in Russian and English is a necessary precondition for developing the assessment materials under consideration. Thirdly, the paper gives an insight into sequencing monolingual and bilingual assessment activities for tertiary language learners. The monolingual assignments in English aim at assessing a) learners’ art of asking questions, b) their art of answering foreigners’questions about their country & culture, c) their functional verbal and non-verbal competences, d) their abilities to choose & use an appropriate English schema in formal/informal academic interactions. Whereas bilingual cross-cultural assignments aim at assessing learners’ mediation skills in English-speaking environment.
- Добавил в систему: Сафонова Виктория Викторовна