@misc{10481/81072,
year = {2023},
month = {1},
url = {https://hdl.handle.net/10481/81072},
abstract = {The oral debate is a classroom discourse genre commonly used to assess the
interactional competence of language learners. Nevertheless, its multidimensional features
are often not explicitly spelled out to students, and empirical data related to student performance
of this genre has thus far received little attention in the literature. With these two
issues in mind, a group of Australian students of Spanish as an Additional Language were
audio-recorded as they performed during two oral debates, one a practice session, the other
a final debate intended to showcase their oral interaction skills for assessment purposes. Between
the two debates, the students received feedback from classmates and their instructor
on their preliminary debate performance, and the criteria and indicators of achievement by
which their final debate performance would be judged were discussed with them. Transcripts
of the two debates were subjected to thematic analysis and the results compared. This
comparison revealed improvements in student debate performance, especially in terms of
effective turn-requesting and turn-alternation. A second outcome was the elaboration of a
revised, more detailed set of criteria for assessing the performance in oral debates of upper
intermediate-level students, an instrument which will be useful in any Additional Language
context.},
abstract = {El debate oral es un género discursivo que se utiliza habitualmente en el aula
para evaluar la competencia interaccional. Sin embargo, con frecuencia sus características
multidimensionales no se explicitan a los estudiantes ni se utilizan instrumentos de evaluación;
faltan, además, datos empíricos sobre cómo debaten en el aula quienes están aprendiendo
español. Por estas razones, en este artículo se analiza un corpus de datos de un grupo de
aprendices australianos de español como lengua adicional durante dos debates orales, uno de
práctica y otro final evaluable. Entre los dos debates, los estudiantes recibieron comentarios
de sus compañeros de clase y de su docente, y se discutió con ellos los criterios e indicadores
de logro con los que se evaluaría su actuación en el debate final. El análisis temático realizado
permite comparar y revelar las mejoras en la actuación de los estudiantes. Los resultados destacan, por un lado, la mayor eficacia en la petición y en la alternancia de turnos de habla,
así como una mayor variedad de recursos léxico gramaticales empleados. Por último, el
estudio aporta una herramienta de evaluación detallada para evaluar en un nivel avanzado
de aprendizaje del español el género debate oral formal, que puede aplicarse en cualquier
contexto de lenguas adicionales.},
organization = {The research project Inter_ECODAL: Interculturality and
intercomprehension assessing plurilingual discourse competence: digital student feedback
literacy (reference PID2020-113796RB-I00/MICINN/AEI/10.13039/501100011033)},
organization = {Co-funded by “Research Challenges” R+D+i Projects, Ministry of Science and Innovation (MICINN),
Spain, and Spanish State Research Agency (AEI).},
publisher = {Universidad de Granada},
keywords = {Discourse competence},
keywords = {Language assessment},
keywords = {Oral debate},
keywords = {Group discussion},
keywords = {Spanish as a foreign or additional language},
keywords = {Competencia discursiva},
keywords = {Evaluación de lenguas},
keywords = {Género discursivo},
keywords = {Discusión en grupo},
keywords = {Español como lengua extranjera o adicional},
title = {Oral debates in Spanish as an additional language classroom: assessment criteria to improve student performance},
doi = {10.30827/portalin.vi39.23533},
author = {García-Balsas, Marta and López Ferrero, Carmen},
}