Young Learners' Interactional Development in Task-Based Paired-Assessment in Their First and Foreign Languages: A Case of English Learners in China

Autor/inn/en	Butler, Yuko Goto; Zeng, Wei
Titel	Young Learners' Interactional Development in Task-Based Paired-Assessment in Their First and Foreign Languages: A Case of English Learners in China
Quelle	In: Education 3-13, 43 (2015) 3, S.292-321 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2013.813955
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Language Tests; Native Language; Task Analysis; Decision Making; Communicative Competence (Languages); Language Proficiency; Elementary School Students; Self Evaluation (Individuals); Interaction; FLES; Teaching Methods; Second Language Instruction; Grade 4; Grade 6; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Aufgabenanalyse; Decision-making; Entscheidungsfindung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language skill; Language skills; Sprachkompetenz; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	In response to the growing interest in evaluating young learners' foreign language (FL) performance, this study aims to deepen our understanding of young learners' developmental differences in interaction during task-based paired-language assessments. To examine age effects separately from the effect of general language proficiency, we analysed learners' interaction in both their first language (L1) and FL. We observed the students as they engaged in an assessment consisting of a set of decision-making tasks with their peers. After each task, the students self-assessed their performance. We found differences in interactions across grade levels in both L1 and FL with respect to holistic interactional patterns, topic development, and turn-taking patterns. The students' understanding of communicative interactive tasks also appeared to differ between grade levels, perhaps reflecting their experiential differences with communicative tasks in class. The paper concludes with implications for implementing task-based paired-language assessments for young learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01