Graded or Nongraded Communicative Activities-What is the Answer?-An Update  

Oleh:

Reschke, Claus ; Moeller, Aleidine J. ; Hahn, Sidney L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 26 no. 1 (1993), page 75 - 79.
Fulltext: 26_01_Moeller_Reschke_Hahn.pdf (405.77KB)

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Perpustakaan PKBB Nomor Panggil: 405/FLA/26 Non-tandon: tidak ada Tandon: 1

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An earlier study (Hahn et al., 1989) showed that grading classroom communicative activities did not by itself affect student performance. Because its sample was small (23), we have replicated it with a larger group: 84 junior high school students, 47 in Level I classes and 37 in Level II At each level students were divided into an experimental group, whose oral performance was graded, and a control group, where it was not. An ACTFL-certified tester, who had evaluated the oral proficiency of Level II students at the beginning of the semester, tested all students after six months, using both the ACTFL Oral Proficiency Scale and the Bruschke Rating Scale. Results indicated no significant difference in scores between the experimental and control groups at either level. However, the ratings often Level II students (five in each group) increased from Novice to Intermediate, thus validating the conclusion of Hahn et al. that grading itself does not affect a student's oral proficiency.

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