The oral presentation as a context for learning and assessment

Innovation in Language Learning and Teaching

Volumn 4, Issue 2, 2010, Pages 101-117

  Sundrarajun, Chutamas ^a   Kiely, Richard ^b  

^a ASSUMPTION UNIVERSITY   (Thailand)

^b UNIVERSITY OF BRISTOL   (United Kingdom)

Author keywords

Classroom interaction; Collaborative interaction; Conversation analysis; Oral presentation; Scaffolding; Washback

Indexed keywords

EID: 77953644566     PISSN: 17501229     EISSN: 17501237     Source Type: Journal    
DOI: 10.1080/17501220903125021     Document Type: Article

References (35)

1. Alderson, J.C. 2004. Foreword. In Washback in language testing: Research contexts and methods, ed. L. Cheng, Y. Watanabe, and A. Curtis, xi xii. London: Lawrence Erlbaum.
2. Alderson, J.C., and D. Wall. 1993. Does washback exist? Applied Linguistics 14: 115-29.
3. Altbach, P.G. 2004. Globalisation and the university: Myths and realities in an unequal world. Tertiary Education and Management 10, no. 1: 3-25.
4. Boyle, R. 1996. Modelling oral presentations. English Language Teaching Journal 50, no. 2: 115-26.
5. Cheng, L., Y. Watanabe, and A. Curtis, eds. 2004. Washback in language testing: Research contexts and methods. London: Lawrence Erlbaum.
6. De Guerrero, M.C.M., and O.S. Villamil. 2000. Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal 84, no. 1: 51-68.
7. Donato, R. 1994. Collective scaffolding in second language learning. In Vygotskian approach to second language research, ed. J.P. Lantolf and G. Appel, 33-56. Norwood, NJ: Ablex Press.
8. Donato, R. 2000. Sociocultural contributions to understanding the foreign and second language classroom. In Sociocultural theory and second language learning, ed. J.P. Lantolf, 1-27. Oxford: Oxford University Press.
9. Ellis, R. 2003. Task-based language learning and teaching. Oxford: Oxford University Press.
10. Hedge, T. 2000. Teaching and learning in the language classroom. Oxford: Oxford University Press.
11. Kiely, R. 2001. Classroom evaluation values, interests and teacher development. Language Teaching Research 5, no. 3: 241-61.
12. Lamie, J.M. 2005. Evaluating change in English language teaching. Basingstoke, UK: Palgrave Macmillan.
13. Lantolf, J.P. 2000. Introducing sociocultural theory. In Sociocultural theory and second language learning, ed. J.P. Lantolf, 1-26. Oxford: Oxford University Press.
14. Leung, C., and B. Mohan. 2004. Teacher formative assessment and talk in classroom contexts assessment as discourse and assessment of discourse. Language Testing 21, no. 3: 335-59.
15. Long, M.H., ed. 2005. Second language needs analysis. Cambridge: Cambridge University Press.
16. Long, M.H., and P.A. Porter. 1985. Group work, interlanguage. Talks, and second language acquisition. TESOL Quarterly 19, no. 2: 207-27.
17. Luoma, S. 2004. Assessing speaking. New York: Cambridge University Press.
18. McDonough, J., and C. Shaw. 1993. Materials and methods in ELT. Oxford: Oxford University Press.
19. Morita, N. 2000. Discourse socialization through oral classroom activities in a TESL graduate program. TESOL Quarterly 34, no. 1: 279-310.
20. Morita, N. 2004. Negotiating participation and identity in second language academic communities. TESOL Quarterly 38, no. 4: 573-604.
21. Norris, J.M. 2006. The why (and how) of student learning outcomes assessment in college FL education. Modern Language Journal 90, no. 4: 590-7.
22. Ohta, A.S. 1995. Applying sociocultural theory to an analysis of learner discourse: Learner learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics 6, no. 2: 93-121.
23. Quality Assurance Agency. 2002. Language and related studies: Benchmark statements. Gloucester, UK: Quality Assurance Agency. http://www.qaa.ac.uk/academicinfrastructure/ benchmark/honours/languages.pdf (accessed July, 2007).
24. Rea-Dickins, P., and C. Scott, eds. 2007. Editorial Washback from language tests on teaching, learning and policy: Evidence from diverse settings. Assessment in Education (special issue) 14, no. 1: 1-7.
25. Skehan, P. 1998. A cognitive approach to language learning. Oxford: Oxford University Press.
26. Storch, N. 2001. How collaborative is pair work? ESL tertiary students composing in pairs. Language Teaching Research 5, no. 1: 29-53.
27. Storch, N. 2002. Patterns of interaction in ESL pairwork. Language Learning 52, no. 1: 119-58.
28. Swain, M. 2000. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In Sociocultural theory and second language learning, ed. J.P. Lantolf, 97-114. Oxford: Oxford University Press.
29. Swain, M., and S. Lapkin. 2000. Task-based second language learning: The uses of the first language. Language Teaching Research 4, no. 3: 251-74.
30. Tan, B.T. 2000. Multi-dimensionality of idea framing in group work in academic settings. Language and Education 14, no. 4: 223-49.
31. Vygotsky, L.S. 1962. Thought and language. Trans. and ed. Eugenia Hanfmann and Gertrude Vakar. Cambridge, MA: MIT Press.
32. Walsh, S. 2002. Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research 6, no. 1: 3-23.
33. Walsh, S. 2006. Investigating classroom discourse. London: Routledge.
34. Watanabe, Y. 2004. Teacher factors mediating washback. In Washback in language testing: Research contexts and methods, ed. L. Cheng, Y. Watanabe, and A. Curtis, 19-36. London: Lawrence Erlbaum.
35. Wood, D., and H. Wood. 1996. Vygotsky, tutoring and learning. Oxford Review of Education 22, no. 1: 5-16.