Dialogic Interactive Speaking Skills Assessment in the Experiential Teaching of Technical English to Tertiary School Students

Autor/inn/en	Liubashenko, Olesia; Kornieva, Zoia
Titel	Dialogic Interactive Speaking Skills Assessment in the Experiential Teaching of Technical English to Tertiary School Students
Quelle	In: Advanced Education, (2019) 13, S.18-25 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Liubashenko, Olesia) ORCID (Kornieva, Zoia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2409-3351
Schlagwörter	Undergraduate Students; Teaching Methods; English for Special Purposes; Language Skills; Intercultural Communication; Language of Instruction; Alternative Assessment; Grammar; Communicative Competence (Languages); Foreign Countries; English (Second Language); Evaluation Criteria; Student Evaluation; Pragmatics; Language Styles; Dialogs (Language); Nonverbal Communication; Second Language Learning; Second Language Instruction; Ukraine + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; Interkulturelle Kommunikation; Teaching language; Unterrichtssprache; Grammatik; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Schulnote; Studentische Bewertung; Pragmalinguistik; Sprachstil; Dialog; Dialogs; Dialogue; Dialogues; Non-verbal communication; Nonverbale Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	The article discusses the outcomes of the research on dialogic interactive skills assessment in teaching Technical English to tertiary school students. The authors propose to implement dialogic collaborative interaction as both the medium of instruction and an alternative assessment tool. Theoretically, the study relies on the assumption that Technical English speaking skills acquisition is carried out through different types of communicative interaction and collaborative dialogic interaction in particular. The procedure proposed for speaking skills assessment has been primarily targeted at sustaining oral collaborative interaction along with assessing students' communicative competence. The research represented relies on the experimental teaching English speaking skills to the 1st year Bachelor's students (n=84) at Igor Sikorsky Kyiv Polytechnic Institute. The assessment criteria include conformity of utterances to the topic; speaking tempo; relative grammatical, lexical and phonetic accuracy; cohesion and coherence; compliance with the stylistic and etiquette conventions of English; diversity of grammatical and lexical devices for reaching mutual understanding between the dialogue participants; the interlocutor's speaking initialisation; reaching consensus; and background knowledge deduction. The results of the research confirm that the assessment procedure introduced contributes to boosting oral production if the techniques of supporting collaborative dialogic interaction are applied by the interlocutors. Collaborative dialogue positively affects the development of students' communicative competence and acquisition of such skills as perceiving, understanding and decoding the content of oral texts, identifying the communicative purpose of interlocutor's utterances through analysing verbal and non-verbal means; defining the style and genre of utterances and aligning them with stylistic registers in English. (As Provided).
Anmerkungen	Igor Sikorsky Kyiv Polytechnic Institute. 37 Peremohy Avenue, Building 7 Office 718, Kyiv 03056, Ukraine. Tel: +38-044-204-85-37; e-mail: ae.fl.kpi@gmail.com; Web site: https://kpi.ua/en
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01