Since language is a tool for communication,proficiency in English communication is a fundamental necessity for talent in the 21st century.However,surveys reveal that most college students at private colleges possess i...Since language is a tool for communication,proficiency in English communication is a fundamental necessity for talent in the 21st century.However,surveys reveal that most college students at private colleges possess inadequate oral English skills,and what some have learned is“mute English.”Therefore,developing their English-speaking skills is another challenge faced by students attending private schools.Online diagnostic assessment methods are growing globally with the use of technology.UDig diagnostic assessment system is one of the online English diagnostic assessment platforms currently being widely used in China.Therefore,the present work is conducted to investigate and conduct an oral English learning-oriented assessment model in college English using the online diagnostic assessment.With the research result,it is hoped that the study could provide useful information for improving UDig system and make a better use of it in college oral English learning and teaching.展开更多
To date, only a handful of studies have investigated the interlocutor effects on peer-peer test discourse, and they focus almost exdusively on the paired format in the Cambridge speaking tests, which is mostly a discu...To date, only a handful of studies have investigated the interlocutor effects on peer-peer test discourse, and they focus almost exdusively on the paired format in the Cambridge speaking tests, which is mostly a discussion type collaborative task. In the oral English test administered by a Chinese university under the present study, role-play is a major test type. This study chose for analysis three out of over 100 video recordings of test takers participating in role- play-based interaction. The author adopted conversation analysis （CA） and Young＇s （2000） constructivist, practice-oriented view of interaction and competence to assist the interpretation of speech exchange throughout the interaction. It is evident from the data that learners make use of various interactional resources and employ different strategies in the assessment- based role play. It could be tentatively concluded from the conversation analysis of the paired interaction that the interaction framework together with the participants＇ strategic competence in negotiating their own interactional resources, to a great extent, determines their joint performance of the collaborative task. The configuration of pairing in terms of proficiency is found to have an impact on joint interaction performance and strategic use. The implications of the current study include： interactional competence could be more readily accessed via role play than discussion type of pair work; qualitative conversation analysis of test takers＇ actual practices can reveal what quantitative methods are unable to detect, and therefore is an indispensable complement.展开更多
文摘Since language is a tool for communication,proficiency in English communication is a fundamental necessity for talent in the 21st century.However,surveys reveal that most college students at private colleges possess inadequate oral English skills,and what some have learned is“mute English.”Therefore,developing their English-speaking skills is another challenge faced by students attending private schools.Online diagnostic assessment methods are growing globally with the use of technology.UDig diagnostic assessment system is one of the online English diagnostic assessment platforms currently being widely used in China.Therefore,the present work is conducted to investigate and conduct an oral English learning-oriented assessment model in college English using the online diagnostic assessment.With the research result,it is hoped that the study could provide useful information for improving UDig system and make a better use of it in college oral English learning and teaching.
文摘To date, only a handful of studies have investigated the interlocutor effects on peer-peer test discourse, and they focus almost exdusively on the paired format in the Cambridge speaking tests, which is mostly a discussion type collaborative task. In the oral English test administered by a Chinese university under the present study, role-play is a major test type. This study chose for analysis three out of over 100 video recordings of test takers participating in role- play-based interaction. The author adopted conversation analysis （CA） and Young＇s （2000） constructivist, practice-oriented view of interaction and competence to assist the interpretation of speech exchange throughout the interaction. It is evident from the data that learners make use of various interactional resources and employ different strategies in the assessment- based role play. It could be tentatively concluded from the conversation analysis of the paired interaction that the interaction framework together with the participants＇ strategic competence in negotiating their own interactional resources, to a great extent, determines their joint performance of the collaborative task. The configuration of pairing in terms of proficiency is found to have an impact on joint interaction performance and strategic use. The implications of the current study include： interactional competence could be more readily accessed via role play than discussion type of pair work; qualitative conversation analysis of test takers＇ actual practices can reveal what quantitative methods are unable to detect, and therefore is an indispensable complement.
