{"title":"Teaching communicatively: assessing communicatively?","authors":"Linda Hartley, Marion Spöring","doi":"10.1080/09571739985200141","DOIUrl":null,"url":null,"abstract":"The article addresses three related issues: first, it considers the logical necessity of both teaching and assessing ‘communicatively’; second, it argues that research evidence supports the rationale and validity of using communicative assessments; and third, it provides examples of contextualised communicative assessments in two university language programmes.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200141","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09571739985200141","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 6
Abstract
The article addresses three related issues: first, it considers the logical necessity of both teaching and assessing ‘communicatively’; second, it argues that research evidence supports the rationale and validity of using communicative assessments; and third, it provides examples of contextualised communicative assessments in two university language programmes.
期刊介绍：
The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages
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