Using narratives of personal experience in L2 oral language proficiency testing

Книшевицька, Лілія Володимирівна (2022) Using narratives of personal experience in L2 oral language proficiency testing Science and Education a New Dimension. Philology, X(77) (264). pp. 41-43. ISSN 2308-5258; 2308-1996

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Out of countless genres of oral narratives, narratives of personal experience are perhaps the most universal, common and convenient way of relating past events and memories. It is also the most fruitful source for the study of narrative discourse due to personal involvement of a narrator. Сonsidering universality of story-telling, the use of a narrative of personal experience to assess oral language proficiency of L2 learners seems a very effective approach. The present study investigates discourse organization of L2 interviewees’ responses to one particular question in an English oral language proficiency test (Video Oral Communication Instrument or VOCI) that is consrtucted in a form of an semi-direct video conference with the English language learners. The participants of the study are twenty-five EFL university students enrolled into English language classes in Ukraine that are divided into two groups according to their levels of L2 proficiency. The hypothesis of the study is that there is a positive linear correlation between a level of proficiency and a preference for either a strategy of a narration or a narrative. However, the results of the study, showed nonlinear correlation in both proficiency groups (intermediate and advanced/ superior) between the language proficiency and a choice of a narrative or narration strategies. Both strategies were chosen by the candidates as the optimal strategies for their level of oral language proficiency. Apparently, it is easier to tell a sory due to its universality than to describe in L2. The lower level testees use this knowledge as a compensation strategy, the higher ones as an efficiency strategy. The study has important implications for the methodology of L2 teaching and testing. Thus, such a non-linear correlation between the level of proficiency of the testee and his/her pragmatic and linguistic competence in a second language to frame the answers as speech acts, might suggest second language instructors to teach their students speech act theory and a theory of a narrative structure (Abstract, Orientation, Complicating Action, Evaluation, Coda) in L2 classes that will be helpful for the students during their language learning and testing.

Item Type: Article
Uncontrolled Keywords: Narrative; narration; speech act; story-telling; narratives of personal experience; discourse analysis; L2 oral testing; VOCI; oral language proficiency; oral language testing; interview; speech act theory; a theory of a narrative structure;
Subjects: Це архівна тематика Київського університету імені Бориса Грінченка > Статті у журналах > Наукові (входять до інших наукометричних баз, крім перерахованих, мають ISSN, DOI, індекс цитування)
Divisions: Це архівні підрозділи Київського університету імені Бориса Грінченка > Факультет романо-германської філології > Кафедра лінгвістики та перекладу
Depositing User: Викладач Лілія Володимирівна Книшевицька
Date Deposited: 08 Nov 2023 08:36
Last Modified: 08 Nov 2023 08:36

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