HOLISTIC VERSUS COMMUNICATIVE APPROACH IN ASSESSING ORAL PRODUCTION IN ENGLISH
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| Format: | Artículo científico |
| Language: | en |
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Universidad de Granada
2009
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| _version_ | 1876478493867376640 |
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| author | Verónica Vivanco |
| author_facet | Verónica Vivanco |
| contents | HOLISTIC VERSUS COMMUNICATIVE APPROACH IN ASSESSING ORAL PRODUCTION IN ENGLISH Verónica Vivanco Educación role playing oral production Integrative teaching communicative teaching The purpose of this article is to show the different communicative outputs in role-plays in two contrastive groups: students trained in integrative learning and students trained in communicative learning. The assessment of oral production carried out through a task-based approach to role-plays has shown that, even though communicative students master communicative techniques better than the integratively-taught group, the latter are more skilled in grammar. The students mean marking in the integrative group is not too far from the one obtained by the communicative group. We believe the reason for this is that integrative teaching fosters the use of linguistic skills which interact mutually. 2009 artículo científico 1134-4032 https://www.redalyc.org/articulo.oa?id=91612906005 en http://www.redalyc.org/revista.oa?id=916 RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa application/pdf Universidad de Granada RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa (España) Num.2 Vol.15 |
| format | Artículo científico |
| id | redalyc_91612906005 |
| institution | Redalyc |
| language | en |
| publishDate | 2009 |
| publisher | Universidad de Granada |
| spellingShingle | HOLISTIC VERSUS COMMUNICATIVE APPROACH IN ASSESSING ORAL PRODUCTION IN ENGLISH Verónica Vivanco Educación role playing oral production Integrative teaching communicative teaching HOLISTIC VERSUS COMMUNICATIVE APPROACH IN ASSESSING ORAL PRODUCTION IN ENGLISH Verónica Vivanco Educación role playing oral production Integrative teaching communicative teaching The purpose of this article is to show the different communicative outputs in role-plays in two contrastive groups: students trained in integrative learning and students trained in communicative learning. The assessment of oral production carried out through a task-based approach to role-plays has shown that, even though communicative students master communicative techniques better than the integratively-taught group, the latter are more skilled in grammar. The students mean marking in the integrative group is not too far from the one obtained by the communicative group. We believe the reason for this is that integrative teaching fosters the use of linguistic skills which interact mutually. 2009 artículo científico 1134-4032 https://www.redalyc.org/articulo.oa?id=91612906005 en http://www.redalyc.org/revista.oa?id=916 RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa application/pdf Universidad de Granada RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa (España) Num.2 Vol.15 |
| title | HOLISTIC VERSUS COMMUNICATIVE APPROACH IN ASSESSING ORAL PRODUCTION IN ENGLISH |
| topic | Educación role playing oral production Integrative teaching communicative teaching |
| url | https://www.redalyc.org/articulo.oa?id=91612906005 |