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An Evaluation of an Elicited Translation Speaking Assessment and Associated Review Activity
https://doi.org/10.24547/00000171
https://doi.org/10.24547/00000171e8461ca6-a35e-4b7d-9f53-fc03ead415af
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
An Evaluation of an Elicited Translation Speaking Assessment and Associated Review Activity (7.6 MB)
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Copyright(c) 2011 by Toyo Gakuen University
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2019-07-19 | |||||||||
| タイトル | ||||||||||
| タイトル | An Evaluation of an Elicited Translation Speaking Assessment and Associated Review Activity | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | speaking | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | assessment | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | elicited translation | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | cognitive validity | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.24547/00000171 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
ドッズ,アーロン
× ドッズ,アーロン
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This piece of research examines and evaluates this researcher’s use of an elicited translation activity to assess learner speaking in a first-year university speaking class. It seeks to evaluate how well the activity fared in terms of his three stated aims for the activity. These aims were（1）to efficiently elicit a sample of focused learner language,（2）to replicate authentic, “real-life” language use outside of the classroom, and (3), for the activity to play an on-going role as a learning activity in its own right. Seeking to evaluate these three aims against the SLA literature, learner feedback and his own observations, the researcher found that the elicited translation activity and its associated review activity performed well. However, although elicited translation did, in a number of key aspects, elicit a sample of focused learner language as well as replicate authentic, “real-life” language use outside of the classroom, it potentially has two significant downsides. Firstly, the lack of a listening component can impact on the authenticity, or cognitive validity, of the speaking assessment. Secondly, L1 transfer, or interference, appeared to result in the elicited sample of learner language digressing from spontaneous language production or other forms of elicited production. Finally, the researcher proposes potential work-arounds for these issues. Firstly, the introduction of delayed translation by the learners, making the assessment more akin to an elicited imitation type activity. Secondly, an ad-lib, outcome-based component towards the end of the elicited translation activity that necessarily included listening to the other participant in the conversation and responding accordingly. | |||||||||
| 書誌情報 |
東洋学園大学紀要 Bulletin of Toyo Gakuen University 巻 23, p. 117-136, 発行日 2015-03-15 |
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| 出版者 | ||||||||||
| 出版者 | 東洋学園大学 | |||||||||
| 言語 | ja | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 0919-6110 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN10421432 | |||||||||
| 論文ID（NAID） | ||||||||||
| 関連タイプ | isIdenticalTo | |||||||||
| 識別子タイプ | NAID | |||||||||
| 関連識別子 | 110009911508 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
