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Additional info for An Ethnographic-Sociolinguistic Approach to Language Assessment (Multilingual Matters 8)
This unevenness of performance appeared to be related not only to the context of the elicitation but also to the length of time of the elicitation in that some students who at first appeared only minimally proficient would perform at a more proficient level later in the elicitation. Unevenness of performance may also be related to developmental factors in that some students appeared to be struggling to express complex semantic relations but were in the process of acquiring the ability to use complex syntax and had not yet attained mastery over the structures they were attempting to use.
Clarifications of the task or evaluations were elicited from the examiner; 3. asides or other comments were introduced into the dialogue; 4. information was qualified or information previously given was self-corrected; and 5. utterances were repaired or edited resulting in improved communication. Many of these interactional proficiencies are context-bound in that they can be expected to appear only in some conversational contexts and not others. For instance, an important skill is the detection and negotiated repair of misunderstandings occurring during the course of a conversation since such misunderstandings are not uncommon in naturally occurring speech and if undetected tend to break down communication.
Center for Applied Linguistics. Labov, W. 1972, Language in the inner city. Philadelphia: University of Pennsylvania Press. Meham, H. 1979, Learning lessons: Social organization in the classroom. : Harvard University Press Propp, V. 1968, Morphology of the folktale. Austin, TX: University of Texas Press. Ricoeur, P. 1981, Hemeneutics and the human sciences. London: Cambridge University Press. Scollon, R. & Scollon S. 1981, Narrative, literacy and face in interethnic communication. Norwood, NJ: Ablex Publishing Co.