The objective of this study was to employ a new tool for assessing pragmatic "proficiency" (over "performance") in L2 students and to determine if pragmatic lessons on compliment sequences had a positive impact on L2 Spanish students' intercultural competence. To this end, students at a Midwestern college engaged in live video…

The "Common European Framework of Reference for Languages" has been a major influence on language teaching in Europe and beyond and its "Companion Volume" will probably have the same significance. It is important therefore that education professionals understand the underlying concepts, including the conceptualisation of the…

This study explores how the concept of Assessment for Learning (AfL) is practised in the CLIL contexts. It focuses on the assessment purpose of understanding and supporting students' content and language learning. Ten CLIL teachers in the bilingual program of three different regions in Taiwan were involved in the study. Results from the class…

This paper examines student responses to a small-scale pilot of peer learning in undergraduate translation classes. It examines the possible benefits and risks of a learner-centred approach and explores these through feedback from two groups of undergraduate modern language students attending translation classes over a semester at a UK university.…

The present study investigated the effects of text-based and audio-based dynamic glosses on L2 vocabulary learning within a sociocultural approach. Dynamic glosses were operationalised as a set of incrementally ordered prompts, provided during text-based and audio-based interactions that guided the participants to identify the meaning of unknown…

With evidence that formative assessment supports pupils' learning, it follows that that there is a need to develop student teachers' assessment competence. However, in some teacher education programmes, learning about pupil assessment is often relegated to a late stage. This can lead to student teachers' perceptions of assessment as an "add…

This article explores ways in which learners' achievements can be assessed and reflected in both the domains of linguistic performance and subject-content learning. The content and language integrated learning (CLIL) approach adopted by the authors is one in which language learning and content learning are truly integrated and where neither…

Discusses criteria to apply to key aspects of the inspection and monitoring process in modern language instruction. Quality assurance includes assessment of the whole learning environment. Ten characteristics of a good modern language lesson are listed. (six references) (CK)

Using a questionnaire given to oral examiners working in the field, this study investigates the different perspectives that examiners bring to their assessment of conversation on a prepared topic. The oral examination studied consisted of three parts--discussing stimulus material, conversing on a prepared topic and discussing issues of personal…

Provides information about the current state of examinations equivalent to A-level in France and Germany. This article is the second in a series offering a comparative view of assessment patterns so as to inform the debate about the future development of A-level. The article covers years 11, 12 and 13 of the German School System. (five references)…

Describes how a request to help evaluate an innovative bilingual project in an international school led to positive changes in project implementation and a more constructive way forward for the main participants. The article presents a model, called a "SPARE wheel" in order to emphasize the cyclical nature of evaluation. Results indicate the…

Examines alternative A-level syllabuses of second-language courses with a view to establishing what implicit definitions and interpretations of cultural learning they embody. The article focuses on that part of course content that fosters understanding of a foreign culture as an integral part of communicative competence. Assessment objectives are…

TutorWhile assessment and its effects on learning such as "washback" have been the subject of much debate (e.g. Alderson & Wall, 1993; Bachman, 1995: 356; Alderson & Hamp Lyons, 1996; Shohamy "et al", 1996; Andrews "et al", 2002), assessment as a tool for developmental, not merely evaluative, purposes has…

Investigates the institutions in Cheshire, England, where Spanish is taught. The method involves a survey by questionnaire of 16 Comprehensive schools, 3 VI Form Colleges, and 5 Colleges of Further Education. Of the 24 institutions sent questionnaires, 79% were returned and analyzed. Results are provided. (four references) (CK)

Presents the results of a study of the reliability of teacher assessment of the oral examination at General Certificate of Secondary Education (GCSE) for Modern Languages. Teachers' opinions of different types of marking criteria were collected through semistructured interviews after each teacher had assessed a tape-recorded free conversation task…