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| 2019年度 異文化言語教育評価論 |
CH6
The Disadvantages of Interact and Suggested Improvements
Part
2 (6.4-6.6)
Part 1 discussed the
disadvantages noted in the national survey. Part 2 will discuss the
disadvantages mentioned in the interviews, held with the purpose of a follow up
and comparison.
6.4 Disadvantages of Interact - Interviews
6.4.1 Impracticality
n
Learning
time is significantly decreased (point mentioned in the survey)
n
Technology
The
issue is, sometimes the students don’t have their phones or laptops, sometimes
they upload the files into the wrong folder, sometimes teachers can’t keep up
with the workload if they decide to manage the process.
“..sometimes they work
or they forget to record… when I said ‘right take out your phones,’ there were
choruses of Í don’t have a lead,’ Í don’t know where it is,’’my phone can’t
take a recording,’ít’s really bad quality,’” (Georgina)
“when it comes to the
paperwork and keeping their drafts and keeping the videos as well, they are
really scared that they are going to do something wrong and maybe lose their
credits” (Francoise)
6.4.2 Negative Impact – Too Much
Work for What it is Worth
( point mentioned in the survey under ‘Impracticality’)
“ Some students who I
was with last week said, ‘well, you know, this is a lot of extra work for two
extra credits’” (Jane)
6.4.3 Negative Impact –
Interlocutor Variables
n Student with higher
level proficiency paired with a weaker student:
o
positive
impact – a stronger student helps, and a weaker student has more potential;
o
negative
impact – the stronger student dominates, or whispers inappropriate words to the
weaker student.
n Differences between
European and Asian languages: the knowledge needed for level 1 in French and
Japanese (for example) is very different
6.4.4
The
Challenges of “Spontaneous and Unrehearsed”
n Class
practice is more reflective of intentional rehearsal rather than spontaneous
interaction due to NZQA instructions
n Students
want to know when they are being assessed so that they can prepare
n Students
need time to understand the practice of spontenaity
“One
group of students had produced really great, fantastic French, not perfect, but
original.Nevertheless, the scenario was pre-rehearsed, and there was no
spontaneity, not a single instance. As a consequence, they all had to get ‘not
achieved’ for this fantastic work”
6.5 Suggestions for Improvement -
Interviews
6.5.1
Clarifying “Spontaneous and Unrehearsed”
n The target language is
not the students’ first language, so it’s not going to be completely
spontaneous
n Even in spontaneous
interactions students act and use the phrases fitting for the situation they
act out
n Even with advanced
proficiency level or native-speaker ability, people sometimes play a mock up
conversation in their heads before having an interaction
Therefore, it is necessarry to build a skill for clarification, to build
structures and scaffolding, rather than follow prior preparation.
6.5.2 The Task is Everything
n The
actual challenge was knowing what to do, what kinds of tasks to prepare in
order to get the necessary evidence
o
Sharing with other teachers
o
Receive feedback from students
n Perhaps,
level 1 needs a different task (i.g. interview) because the conversation skill
is not yet developed; perhaps interact form of assessment is most
suitable for level 3.
Conclusion
Issues with Interact:
impracticality, lack of clarity, unreasonable demands
Note: Ch5 and Ch6 represent
teachers’ understanding of interact at an early stage
Concerns for the future:
n importance of task
design – what is a successful task for the purposes of interaction?
n spontaneity is a key criterion – what does
spontaneity mean in the process of evaluation?
n perfect interaction – if
grammar isn’t the central criterion, can interaction still be perceived as
“perfect”?
Discussion Point
The tools teachers used for the
lesson practice vary greatly. Some teachers used phones, others used flip cams
with direct USB ports, laptops, Google
Drives, computer folders to store data, etc. If there’s a lack of technical
support, do you think practicing interact is possible? As a teacher, how
would you design the process?