224 / 2018-08-27 15:01:46

Evaluation contract in language didactics : a multimodal analysis of oral assessment in French as a foreign language

oral assessment, language didactics, contract, French as a foreign language

全体主题 > 面向教学的语言测试与评价

As with all social activities, assessment also need to follow certain social rules of global organization. Kraft and Dausendschön-Gay use the term " contract " to describe the overall organizational mechanism of social interaction. It does not only mean responsibility and obligation, but also represents the entire social contract. For example, in a language class there is a learning contract or a pedagogical contract which falls under a set of rules that govern educational behavior. There is even didactic contract that is more in the local fulfillment and negotiated actions. The question naturally arises: is there also a kind of " contract " that regulates the global and local organization on the interactions between the participants, on the coordination of their actions in order to achieve a common goal, on the object and on the modalities of the interaction in oral assessment ? In order to answer this question, we collected some oral assessment video corpus of French beginners level A2 according to CEFR, which cover on four situations: monologue, role-playing between candidates without presence of the class, role-playing between candidates in front of the class, role-playing between candidate and evaluator. Through multimodal transcription and interactional analysis, we deconstruct the assessment into several steps. The evaluator establishes instructions for an assessment task in different ways, specifying the form, clarifying the form of assessment, the content of the assessment, and the assessment requirements that the student must strictly follow. During the assessment, candidate need to mobilize all of his competences to demonstrate what they have in a particular language. Finally, candidate waits for the result or assessment given by the evaluator. There are the so-called " evaluation contract ".

与所有社会活动一样，评估也需要遵循一定的社会准则。Kraft 和 Dausendschön-Gay使用了"契约"一词来描述社会互动的总体组织机制。它不单意味着责任和义务，也代表了整个的社会合约。例如，在语言课堂中就存在学习契约或者代表整个教学活动的教学契约，又或者是更侧重与教学活动和行动协调的课堂教学法契约。问题自然而然地产生：在口语测评中是否也存在一种"契约"呢？使其可以从整体和局部上规范互动参与者，为达到共同目的而协调其行为，规范测评内容与测评互动规则。为了回答这一问题，本课题组对法语初学者（欧标A2水平）的真实口语测试情景进行了录像，测试情景分为四种：被测试者独立演讲；无观众的角色扮演；有观众的角色扮演；以及与测试者一起进行角色扮演。通过进行多模态撰写与语言互动分析，我们将评估解构为几个步骤：评估者用各种方式阐明评估任务的要求，这包括明确评估形式、评估内容以及被评估者须严格遵循的评估要求；在评估活动中，被评估者需调动其所有语言能力来展示其对目标语言的掌握情况。最后，被评估者等待评估者给出的结果或是评价。这些就是所谓的"测评契约"。