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Unscrambling jumbled sentences: An authentic task for English language assessment?

100%

Lanteigne B.

Studies in Second Language Learning and Teaching

2017

vol. 7

issue 2

251-273

Jumbled sentence items in language assessment have been criticized by some authors as inauthentic. However, unscrambling jumbled sentences is a common occurrence in real-world communication in English as a lingua franca. Naturalistic inquiry identified 54 instances of jumbled sentence use in daily life in Dubai/Sharjah, where English is widely used as a lingua franca. Thus it is seen that jumbled sentence test items can reflect real-world language use. To evaluate scrambled sentence test items, eight test item types developed from one jumbled sentence instance (“Want taxi Dubai you?”) were analyzed in terms of interactivity and authenticity. Items ranged from being completely decontextualized, non-interactive, and inauthentic to being fully contextualized, interactive, and authentic. To determine appropriate assessment standards for English tests in schools in this region, the English language standards for schools and English language requirements for university admission in the UAE were analyzed. Schools in Dubai/Sharjah use Inner Circle English varieties of English (e.g., British or American English) as the standard for evaluation, as well as non-native-English-speaker varieties (e.g., Indian English(es)). Also, students applying to English-medium universities in the UAE must meet the required scores on standardized English tests including the IELTS and TOEFL. Standards for evaluation of communication in English involving tasks of jumbled sentences in classroom tests must reflect the language learning goals of the school and community. Thus standards for classroom assessment of English in Dubai/Sharjah are determined by local schools’ and universities’ policies.

Compliance with the principles of intersubjectivity in education as key to the development of critical thinking of schoolchildren

86%

Ulishchenko V.

Intercultural Communication

2016

issue 1/1

37-49

Purpose. Toshow intersubjectivity importance of cooperation in the educational process and to illustrate, how a systematic use of specific methods, techniques and forms of interaction in the classroom literature helps realize the emotional and evaluative dialogue with the artistic phenomenon. Methods: theoretical and empirical (pedagogical experiment). Results. Intersubjectivity manifested in the ability to listen to others, perceiving it as a unique individual with his outlook, needs and problems; analyze their thoughts and doubts; reasonably carry out the existential expression. Compliance intersubjectivity vector ineducationis in the selection of content, methods, working methods, forms of interaction, systemic application of which sends the student-reader on a spiritual communion with a work of art. In an effort to be heard and understood in dialogue with others, focusing on the so-called "model" reader (the term of Umberto Eco), the artist delivers an artistic material in such a way that the content and form of the product fully reflect his unique personal experience. The point of intersection of two worlds − the world of the reader and the world of the writer − becomes a literary text. From this perspective, the emotional and evaluative dialogue with the artistic phenomenon is built in accordance with the functions of the artwork.

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Unscrambling jumbled sentences: An authentic task for English language assessment?

Compliance with the principles of intersubjectivity in education as key to the development of critical thinking of schoolchildren