33.3104, Diss: English; Applied Linguistics: Olivia Rütti-Joy: ''Diss Title: Fostering and Assessing Pre-Service English Teachers’ Oral Teacher Language Competence Through an Assessment Rubric and Peer Feedback: An LSP Approach''

[The LINGUIST List]

LINGUIST List: Vol-33-3104. Tue Oct 11 2022. ISSN: 1069 - 4875.

Subject: 33.3104, Diss:  English; Applied Linguistics: Olivia Rütti-Joy: ''Diss Title: Fostering and Assessing Pre-Service English Teachers’ Oral Teacher Language Competence Through an Assessment Rubric and Peer Feedback: An LSP Approach''

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Date: Tue, 11 Oct 2022 06:45:04
From: Olivia Rütti-Joy [olivia.ruetti at phsg.ch]
Subject: Diss Title: Fostering and Assessing Pre-Service English Teachers’ Oral Teacher Language Competence Through an Assessment Rubric and Peer Feedback: An LSP Approach

 
Institution: Université de Fribourg 
Program: Doktoratsprogramm Mehrsprachigkeit: Erwerb, Bildung und Gesellschaft 
Dissertation Status: Completed 
Degree Date: 2022 

Author: Olivia Rütti-Joy

Dissertation Title: Fostering and Assessing Pre-Service English Teachers’ Oral
Teacher Language Competence Through an Assessment Rubric
and Peer Feedback: An LSP Approach. 

Linguistic Field(s): Applied Linguistics

Subject Language(s): English (eng)


Dissertation Director(s):
Thomas Studer
Catrherine Diederich

Dissertation Abstract:

Teacher Language Competence describes the communicative skills that L2
teachers require to teach successfully. Its partial competence “giving
feedback” is considered influential to student learning and constitutes a
central component of facilitating L2 acquisition. As dialogic feedback
conversations are a valuable source of (comprehensible) input, acquiring the
linguistic means to engage in effective L2 feedback is particularly relevant
for L2 teachers. This dissertation encompasses a quasi-experimental
intervention study that examined the implementation of an analytic language
for specific purpose (LSP) assessment rubric to foster and assess 48
pre-service teachers’ oral L2 feedback skills. Throughout one year, the
experimental group used the LSP rubric and the control group their own
criteria to regularly provide peer feedback. Their oral feedback competences
were assessed through a near-authentic, competence-oriented and
online-mediated pre-post performance test. The results indicate the
affordances and limitations of the rubric with reference to oral TLC
development and highlight the value and challenges of indigenous criteria for
describing TLC.




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