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| 2019年度 異文化言語教育評価論 |
Chapter
7
Interact
and Higher Proficiency Students:
Addressing
the Challenges
(p.156–166)
7.3. Problems Emerging
7.3.1.
Spontaneous
and Unrehearsed
Spontaneous
≠ unrehearsed/unprepared
Unspontaneous: repeating the structures, the sentences, and
the key phrases
learning prewritten
scripts
→ Preparation is acceptable (e.g. list of new vocabulary, visual aids, etc.)
Benefit:
l Less pressure to be spontaneous
l More appropriate difficulty
l More time to convey their opinions
l More confidence to express challenging ideas
Drawback:
l Less authenticity (e.g. stuttering and stammering,
and then a block of complex language)
Dilemma
for maintaining
the authenticity of the interaction
How much prior preparation is appropriate?
How much prior preparation violates the standard of
interact?
The high-stakes
nature of the task reduces the spontaneity
→ Student: work hard to receive
better grades
Teacher: must assess their performance fairly
‘Spontaneous
and unrehearsed’
＝ interpreted depending on
the school, the classroom, and the students
7.3.2.
Moving
Away from Grammar
Essential
to balance complexity, accuracy, and fluency
Priorities of
assessing interact
①
Strategic
competence
②
Grammatical
accuracy (appropriateness):
Grammatically complex structure is not always
appropriate
⇒ The aim of interact is not
to reach perfection
※ Recommend students to use the target grammar
somewhere in their work
Grammar ＝
a standard to check that the interaction is at the appropriate
curriculum level
7.3. Back to the Task
Well set task
⇒ automatically lead to language at
the appropriate level
Contrasting
student aspirations
①
Explicit
knowledge (to know something):
To have an explicit focus on the formal aspects of language
②
Implicit
knowledge (to do something):
To enjoy a context that has a specific focus on
fluency
Advantage of
exploring grammar
l Helps students to feel more secure
l Gives students the sense of ‘learning come thing’
“More
spontaneous and effective interactions could occur when there is not a direct
focus on grammar”
u Discussion
Point
When
assessing Japanese high school students’ speaking proficiency based on interact
tasks within their classrooms, how much prior preparation do you think would be
appropriate? Conversely, what kind of instruction do you think would reduce the
spontaneity and authenticity of the task?