ielts rr volume12 report2
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ielts rr volume12 report2
IELTSTopic development in the IELTS Speaking TestAuthorsPaul Seedhouse and Andrew HarrisNewcastle University, United KingdomGrant awarded Round 14. 20 ielts rr volume12 report2008This study investigates topic development in the speaking Test, applying a Conversation Analysis (CA) institutional discourse methodology to transcribed test audio-recordings. The recommendations include adding a short Part 4 to the Test, in which candidates lead a discussion and ask the examiner ielts rr volume12 report2 topic-related questions.Click hero to road the Introduction to thio volume which includoo an appraloal of thiG reocarch, its context and impact.ABSTRielts rr volume12 report2
ACTThis study investigated topic development in the speaking Test, applying a Conversation Analysis (CA) institutional discoiuse methodology to a corpIELTSTopic development in the IELTS Speaking TestAuthorsPaul Seedhouse and Andrew HarrisNewcastle University, United KingdomGrant awarded Round 14. 20 ielts rr volume12 report2ion of turn-taking. sequence and repair, and as directly related to the institutional goal of ensuring validity in the assessment of English speaking proficiency. In the data, management of topic IS almost entirely pre-detemiined by the examiner’s script and how this script IS interactionally implem ielts rr volume12 report2ented throughout each individual interview. There are asymmetrical rights to topic management between examiner and candidate. Examiners mark topic bouielts rr volume12 report2
ndary markers 111 a variety of ways and employ a variety of next moves when candidates have produced a response to a question.Topic is integrated intoIELTSTopic development in the IELTS Speaking TestAuthorsPaul Seedhouse and Andrew HarrisNewcastle University, United KingdomGrant awarded Round 14. 20 ielts rr volume12 report2iner questions contain two components: a) an adjacency pair component, which requires the candidate to provide an answer, andb)a topic component, which requires the candidate to develop a specific topic. This organisation may be termed a ‘topic-based Q-A adjacency pair’ So 111 the speaking Test, unl ielts rr volume12 report2ike ill conversation, topic IS always introduced by means of a question. To obtain a high score, candidates need to do the following a) understand theielts rr volume12 report2
question they have been asked: b) provide an answer to the question;c)identify- the topic inlierent in the question: and d) develop the topic inherenIELTSTopic development in the IELTS Speaking TestAuthorsPaul Seedhouse and Andrew HarrisNewcastle University, United KingdomGrant awarded Round 14. 20 ielts rr volume12 report2ic trouble; engagement with the topic; coherence, use of lexical items and syntax; and projection of identity. Examiners may take a number of features of monologic topic development into account 111 Part 2 There IS very little variation in the interactional style of examiners. Examiners rarely diver ielts rr volume12 report2ge from the brief in our corpus.Recommendations are made in relation to the provision and use of follow-up questions, the importance of examiners follielts rr volume12 report2
owing their briefs, and of explicit marking of topic shift. Although Part 3 is termed ‘two-way discussion’, it is almost identical to Part 1 interactiIELTSTopic development in the IELTS Speaking TestAuthorsPaul Seedhouse and Andrew HarrisNewcastle University, United KingdomGrant awarded Round 14. 20 ielts rr volume12 report2or shift topic and they are generally closed down when they try to do so. The authors recommend adding a short Pait 4. in which the examiner would not ask any questions at all. Rather, the candidate would lead a discussion and ask the examiner topic-related questions.IELTS Research Reports Volume 12 ielts rr volume12 report2 &www.tetts.org1Paul Seedhouse and Andrew HarrisAUTHOR BIODATAPAUL SEEDHOUSEPaul Scedliousc is Professor of Educational and Applied Linguistics in theielts rr volume12 report2
School of Education. Communication and Language Sciences ar Newcastle University, UK. I lis research is in spoken interaction in relation to languageIELTSTopic development in the IELTS Speaking TestAuthorsPaul Seedhouse and Andrew HarrisNewcastle University, United KingdomGrant awarded Round 14. 20 ielts rr volume12 report2actional Architecture of the I.angttage classroom: A Conversation Analysis Perspective, was published by Blackwell in 2004 and won the 2005 Kenneth w Mildcnbcrgcr Prize of the Modem Language Association of rhe USA.ANDREW HARRISAndrew- Harris is a PhD candidate, with ESRC funding. in applied linguist ielts rr volume12 report2ics at the School of Education. Comm unical ion and Language Sciences. Newcastle University, UK. His primary research is in spoken interaction and itsielts rr volume12 report2
relationship ro learning, within teacher education and language classroom contexts. He has presented widely at international conferences and been empIELTSTopic development in the IELTS Speaking TestAuthorsPaul Seedhouse and Andrew HarrisNewcastle University, United KingdomGrant awarded Round 14. 20 ielts rr volume12 report2manager.IELTS RESEARCH REPORTSVOLUME 12, 2011Published by:IDP: IELTS Australia and British CouncilEditor:Jenny Osborne. IDP: IELTS AustraliaEditorial consultant: Petronella McGovern, IDP IELTS AustraliaEditorial assistance: Judith Fairbairn. British CouncilAcknowledgements: Dr Lynda Taylor. Universi ielts rr volume12 report2ty of Cambridge ESOL ExaminationsIDP: IELTS Australia Pty LimitedABN 84 008 664 766Level 8 535 Bourke StMelbourne VIC 3000AustraliaTel+61 3 9612 4400Fielts rr volume12 report2
ax+61 3 9629 7697Emailielts.communications@idp.comWebwww.ielts.org© IDP: IELTS Austral.a Pty Limited 2011British CouncilIELTSTopic development in the IELTS Speaking TestAuthorsPaul Seedhouse and Andrew HarrisNewcastle University, United KingdomGrant awarded Round 14. 20IELTSTopic development in the IELTS Speaking TestAuthorsPaul Seedhouse and Andrew HarrisNewcastle University, United KingdomGrant awarded Round 14. 20Gọi ngay
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