By Charlene Rivera (Editor)
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Additional info for An Ethnographic-Sociolinguistic Approach to Language Assessment (Multilingual Matters 8)
Show or movie. Some students, especially older students, elaborated on topics after single or "first" questions, which indicated that an interview pattern would suffice to elicit an adequate discourse sample in these cases. A few students, perhaps perceiving that the purpose of the "game" was for them to talk in an elaborated way, responded with extended discourse to questions that would have been given yes/no answers by other students. In other words, some students needed little in the way of background information from the examiner in order to elaborate upon topics while others gave elaborated responses or even responses of single clauses only after the examiner had interacted conversationally with them over a number of turns on one or several topics.
Information was qualified or information previously given was self-corrected; and 5. utterances were repaired or edited resulting in improved communication. Many of these interactional proficiencies are context-bound in that they can be expected to appear only in some conversational contexts and not others. For instance, an important skill is the detection and negotiated repair of misunderstandings occurring during the course of a conversation since such misunderstandings are not uncommon in naturally occurring speech and if undetected tend to break down communication.
If it was agreed that a particular passage lacked coherence, it was then examined in order to see what kinds of cues might have been used that were missing. However, these intuitive judgments were themselves necessarily based on the researchers' own expectations of what a coherent narrative would be like, and of course these expectations were governed by their own social and cultural background, and were no doubt particularly < previous page page_21 next page > < previous page page_22 next page > Page 22 influenced by their training in literacy.
An Ethnographic-Sociolinguistic Approach to Language Assessment (Multilingual Matters 8) by Charlene Rivera (Editor)