LINGUIST List 33.3104
Tue Oct 11 2022
Diss: English; Applied Linguistics: Olivia Rütti-Joy: ''Diss Title: Fostering and Assessing Pre-Service English Teachers’ Oral Teacher Language Competence Through an Assessment Rubric and Peer Feedback: An LSP Approach''
Editor for this issue: Sarah Goldfinch <sgoldfinchlinguistlist.org>
Date: 14-Sep-2022
From: Olivia Rütti-Joy <olivia.ruetti
phsg.ch>
Subject: Diss Title: Fostering and Assessing Pre-Service English Teachers’ Oral Teacher Language Competence Through an Assessment Rubric and Peer Feedback: An LSP Approach
E-mail this message to a friend Institution: Université de Fribourg
Program: Doktoratsprogramm Mehrsprachigkeit: Erwerb, Bildung und Gesellschaft
Dissertation Status: Completed
Degree Date: 2022
Author: Olivia Rütti-Joy
Dissertation Title: Fostering and Assessing Pre-Service English Teachers’ Oral Teacher Language Competence Through an Assessment Rubric and Peer Feedback: An LSP Approach.
Linguistic Field(s): Applied Linguistics
Subject Language(s):
English (eng) Dissertation Director:
Thomas Studer
Catrherine Diederich
Dissertation Abstract:
Teacher Language Competence describes the communicative skills that L2 teachers require to teach successfully. Its partial competence “giving feedback” is considered influential to student learning and constitutes a central component of facilitating L2 acquisition. As dialogic feedback conversations are a valuable source of (comprehensible) input, acquiring the linguistic means to engage in effective L2 feedback is particularly relevant for L2 teachers. This dissertation encompasses a quasi-experimental intervention study that examined the implementation of an analytic language for specific purpose (LSP) assessment rubric to foster and assess 48 pre-service teachers’ oral L2 feedback skills. Throughout one year, the experimental group used the LSP rubric and the control group their own criteria to regularly provide peer feedback. Their oral feedback competences were assessed through a near-authentic, competence-oriented and online-mediated pre-post performance test. The results indicate the affordances and limitations of the rubric with reference to oral TLC development and highlight the value and challenges of indigenous criteria for describing TLC.
Page Updated: 11-Oct-2022