Assessing What a Second Language Learner Knows Through Student-Teacher Interaction
Author(s):
Labov, Joanna
Format:
Journal article
Citation:
Working Papers In Educational Linguistics, Volume 4, Issue 2 (1988-10). pp. 1–29.
Language:
English
Abstract:
An evaluation of documented episodes of misunderstanding or noncommunication between teachers & students in a teaching Eng to speakers of other langs (TESOL) classroom. Examples are based on the interaction of one Laotian Hmong student & his teacher. The role of several variables in assessing student proficiency & student/teacher communicative effectiveness is examined. The variables include discourse strategies used, lack of shared background, student's vocabulary choices, & nonnative pronunciation. In the proficiency interview examined here, the teacher attempted to encourage communication by asking questions & encouraging the student. However, the teacher's comprehension was limited by the student's choice of a topic that was culturally obscure to the teacher. Implications for the development of more effective oral evaluation procedures are discussed. 4 Tables, 36 References. B. Annesser Murray