Discussion Task as a Method of Oral Proficiency Test: Responding to the Others
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As the popularity of a discussion task used for assessing language learners' speaking skills has increased, this study provides a qualitative analysis of talk in discussions among Korean college EFL learners in oral proficiency tests in terms of how the test takers interact with the other test takers in the discussion test situations. Interactions among the learners in discussion oral proficiency tests were video-taped and transcribed for a turn-by-turn analysis. A close analysis of the talk revealed that the discussions the learners were engaged in did not show much evidence of collaborative interactional patterns which is positively valued in speaking proficiency assessment. Rather, the interactions the learners had in this study were mostly disjointed and discontinued, lacking connected thoughts and ideas, which can be a debilitating factor in evaluation of their oral proficiency. In this paper, this problematic pattern of interactions were examined in terms of topic development and coherence by providing a detailed analysis of how the test takers were not able to coherently develop ideas initiated by the other participants in the discussions.
Abstract
As the popularity of a discussion task used for assessing language learners' speaking skills has increased, this study provides a qualitative analysis of talk in discussions among Korean college EFL learners in oral proficiency tests in terms of how the test takers interact with the other test takers in the discussion test situations. Interactions among the learners in discussion oral proficiency tests were video-taped and transcribed for a turn-by-turn analysis. A close analysis of the talk revealed that the discussions the learners were engaged in did not show much evidence of collaborative interactional patterns which is positively valued in speaking proficiency assessment. Rather, the interactions the learners had in this study were mostly disjointed and discontinued, lacking connected thoughts and ideas, which can be a debilitating factor in evaluation of their oral proficiency. In this paper, this problematic pattern of interactions were examined in terms of topic development and coherence by providing a detailed analysis of how the test takers were not able to coherently develop ideas initiated by the other participants in the discussions.
참고문헌 (17)
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