Teaching communicatively: assessing communicatively?

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 1999-06-01 DOI:10.1080/09571739985200141

Linda Hartley, Marion Spöring

引用次数: 6

Abstract

The article addresses three related issues: first, it considers the logical necessity of both teaching and assessing ‘communicatively’; second, it argues that research evidence supports the rationale and validity of using communicative assessments; and third, it provides examples of contextualised communicative assessments in two university language programmes.

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沟通式教学:沟通式评估?

本文论述了三个相关问题:首先，论述了“沟通”教学与评估的逻辑必要性;其次，研究证据支持使用交际性评价的合理性和有效性;第三，它提供了两个大学语言课程中情境化交际评估的例子。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages