Assessing verbal interaction: towards European harmonization. Insights from the co-operation between Spanish and French language exams for Higher Education (CertAcles/CLES)
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Julia Zabala Delgado
Abstract
Verbal interaction has been the subject of a growing interest among language professionals in Europe since the CEFR was published in 2001; in linguistics, verbal interaction has long been studied. In the Bakhtinian approach, it is even considered “the fundamental reality of language”. All types of interaction share the fact that they are dynamically co-constructed by participants. How then can we assess or certify interactional competence on an individual basis when dynamic instability prevails? What criteria can be defined in order to deconstruct interactional competence into specific operational criteria, if interaction is intrinsically multidimensional? These are the questions that we address in this paper. To do so, this paper presents the insights gained as a result of the co-operation between two certification systems: CertAcles (Spain) and CLES (France), both belonging to NULTE (Network of University Language Testers in Europe). These certification systems have agreed to collaborate extensively, sharing their constructs and assessment routines. As a result, CertAcles is shifting towards more contextualized tasks and CLES is considering adopting descriptive assessment scales for interaction (C1 level). We hope to demonstrate that the materialization of scientific collaboration of this kind can help improve individual systems.
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Artikel in diesem Heft
- Frontmatter
- Introduction
- Empowering learners in their critical, creative and autonomous thinking: from a good language learner to a better world citizen
- Articles
- Podcasting as project-based learning and its effect on the acquisition of linguistic and non-linguistic skills
- Vers une dynamique collaborative d’enseignement/apprentissage au sein de la démarche communic’actionnelle
- A pilot course with project-based learning in an intensive English program
- “My resistance disappeared”: Japanese university learners’ feedback to a student-centered English discussion course
- Critical incidents as a window into simple language management
- Assessing verbal interaction: towards European harmonization. Insights from the co-operation between Spanish and French language exams for Higher Education (CertAcles/CLES)
- Developing a rating scale for integrated assessment of reading-into-writing skills
- The longitudinal development of self-assessment and academic writing: an advanced writing programme
- Self-access learning of English intonation with speech software: examining learners’ perceptions with a focus on their concerns and negative comments
- Non-English major students’ perceptions of aspects of their autonomous language learning
- Identifying ELF programs in Italian University websites: what gaps need to be filled
- General and specialist vocabulary knowledge as predictors of academic success in EMI university programs
- English medium instruction in Higher Education of Afghanistan: students’ perspective
- Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study
- Native peers as mediators and experts in language learning in Higher Education
- Activity Report
- Learning languages through virtual exchange: an international university network
Artikel in diesem Heft
- Frontmatter
- Introduction
- Empowering learners in their critical, creative and autonomous thinking: from a good language learner to a better world citizen
- Articles
- Podcasting as project-based learning and its effect on the acquisition of linguistic and non-linguistic skills
- Vers une dynamique collaborative d’enseignement/apprentissage au sein de la démarche communic’actionnelle
- A pilot course with project-based learning in an intensive English program
- “My resistance disappeared”: Japanese university learners’ feedback to a student-centered English discussion course
- Critical incidents as a window into simple language management
- Assessing verbal interaction: towards European harmonization. Insights from the co-operation between Spanish and French language exams for Higher Education (CertAcles/CLES)
- Developing a rating scale for integrated assessment of reading-into-writing skills
- The longitudinal development of self-assessment and academic writing: an advanced writing programme
- Self-access learning of English intonation with speech software: examining learners’ perceptions with a focus on their concerns and negative comments
- Non-English major students’ perceptions of aspects of their autonomous language learning
- Identifying ELF programs in Italian University websites: what gaps need to be filled
- General and specialist vocabulary knowledge as predictors of academic success in EMI university programs
- English medium instruction in Higher Education of Afghanistan: students’ perspective
- Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study
- Native peers as mediators and experts in language learning in Higher Education
- Activity Report
- Learning languages through virtual exchange: an international university network
