2020

Постійне посилання на фонд

https://dspace.bdpu.org.ua/handle/123456789/969

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Перегляд 2020 за Автор "Krapchatova Yaroslava"

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    Документ
    Self-assessment of English listening competence as future interpreters’ reflection
    (Бердянський державний педагогічний університет, 2020) Krapchatova Yaroslava; Nazarenko Nataliia
    The article discusses the theoretical preconditions for organizing self-assessment of English competence in listening, clarifies the concepts of reflection, types of self- and peer assessment, self-evaluation, a test task, and an answer key. The use of a test task as a means of self-and peer assessment is substantiated. According to our research, we offer computer testing for improving students’ listening skills. We suppose the computer tests will help them understand the main idea of the text, the details and the specific information. For the reason mentioned above, we suggest using computer test tasks, which are supposed to estimate the learners’ level of English as well as help them improve their listening skills. The Hot Potatoes software may be used by English teachers to create their own tests for assessing the learners’ listening skills. It is not necessary for language teachers to know the computer programming. Hot Potatoes is freeware, and teachers may use it for any purpose or project they like. The article identifies three types of self- and peer control of the level of English language competence in listening. Predictive (planning) self-assessment – the purpose of which is to implement linguistic antithesis, to predict the content of the text in the ability to plan educational activities, to identify and analyze areas of difficulty, to plan the results of activities, to compare future activities with the planned result, to assess predictive activities. Procedural (by process) self-assessment – the task of which is to learn the standard speech activities that are implemented in the process of listening. Procedural self-control is an organic component of the speech activity and is formed in parallel with it and integrated with it. A sign of such self-control in listening is the level of listening comprehension. Effective (final) self-assessment – the student must learn learning activities aimed at checking the level of understanding of the listener, namely, comparing the results of speech activity with the standard, therefore the control over the result of the action.