Description

This book intends to provide a theoretical overview of examining candidates’ oral abilities in different examination formats. In particular, it explores specific partner effects on discourse outcomes and proficiency ratings in the framework of paired-task performance. Two investigations, both set in the context of a proposed Hungarian school leaving examination in English, were carried out in order to contribute to a better understanding of the assumed impact of the chosen variables. Study One investigates discourse differences between examiner-to-examinee interaction and peer-to-peer interaction. Study Two explores the impact of the peer partner’s proficiency. The results show that partner effects related to this variable cannot be predicted as either harmful or beneficial since no statistically significant difference was found between 30 candidates’ scores in different examination conditions.

Measuring Oral Proficiency through Paired-Task Performance

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Paperback / softback by Ildikó Csépes

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Short Description:

This book intends to provide a theoretical overview of examining candidates’ oral abilities in different examination formats. In particular, it... Read more

    Publisher: Peter Lang AG
    Publication Date: 30/01/2009
    ISBN13: 9783631564967, 978-3631564967
    ISBN10: 3631564961

    Number of Pages: 240

    Non Fiction , Dictionaries, Reference & Language

    Description

    This book intends to provide a theoretical overview of examining candidates’ oral abilities in different examination formats. In particular, it explores specific partner effects on discourse outcomes and proficiency ratings in the framework of paired-task performance. Two investigations, both set in the context of a proposed Hungarian school leaving examination in English, were carried out in order to contribute to a better understanding of the assumed impact of the chosen variables. Study One investigates discourse differences between examiner-to-examinee interaction and peer-to-peer interaction. Study Two explores the impact of the peer partner’s proficiency. The results show that partner effects related to this variable cannot be predicted as either harmful or beneficial since no statistically significant difference was found between 30 candidates’ scores in different examination conditions.

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