My aim is to find out about teachers’ perceptions of methods concerning learning and assessment of oral proficiencies. My questions are: What perceptions are there among teachers concerning assessment of oral proficiencies? How do teachers describe their ways of promoting and assessing oral proficiency? In order to answer my questions and obtain data I have accomplished two focus groups interviews with seven language teachers. The result shows that teachers are concerned with several factors regarding assessment of oral proficiency. They express that they try to include all students and that all students get the chance to express themselves, but one problem is that students often tend not to speak or practice their oral skills in the classroom. To prevent this issue teachers try to have discussions and oral tests in smaller groups, something which seems to be successful according to teachers. However, another problem with reference to promoting and assessing oral skills, is that time is not sufficient enough for the teachers to help all students to reach the oral goals. Because of that teachers tend always to have special occasions where they assess students whereas the continuous assessment takes place in the classroom at suitable opportunities.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-53331 |
| Date | January 2011 |
| Creators | Pettersson, Jennie |
| Publisher | Stockholms universitet, Institutionen för didaktik och pedagogiskt arbete |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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