EVALUATION OF THE LEARNER’S SPOKEN LANGUAGE

EVALUATION OF THE LEARNER’S SPOKEN LANGUAGE

INTRODUCTION

For this task, I was required to observe a class focusing on the students’ ability to speak English and analise different aspects of their language development. I will judge their use of the language by scrutinizing and giving details of five correct sentences and five mistaken utterances.

CLASS PROFILE

The class is made up of 28 students, 14 girls and 14 boys aged between 11 and 12 years old. Their L1 is Spanish. Their level is A2 CEFR. They understand the language and interact in English using basic structures and a not very ample range of vocabulary. They seem to have a very good rapport with the teacher and like to participate a lot.

The room is ample but not well ventilated. It is surrounded by windows and, therefore, properly illuminated with natural light. Students are seated in five rows of between three and six pupils each.

LESSON OUTLINE

The teacher began the class by checking homework. Then, she started with the main activity. The aim was to work on a READING PROJECT that the students have been doing and the teacher wanted to check their advance and reinforce some relevant topics such as vocabulary, story elements, and comprehension.

1

ACCURATE/APPROPRIATE SAMPLES

Sample # 1

“It’s difficult to believe that they were ever alive.”

Context

Student answers teacher’s enquiry about her impressions about the book.

Category Grammar

Rationale This is a very well constructed sentence where the learner used the appropriate adverb in the correct place.

Grammar reference: Adverbs of frequency are always placed before the main verb, rather than the auxiliary verb. (Beare, 2014)

Sample # 2

“The main characters can’t be together because their love is forbidden.”

Context Student commenting on what has impressed her most about the book.

Category Vocabulary

Rationale “Forbidden” is an adjective that the pupil learnt from the reading because it is the title of her book, and she used it with linguistic appropriacy.

Definition: for.bid.den not allowed, especially because of an official rule.

Sample # 3

“My book has many metaphors. Metaphors are things you use to represent something else.”

Context

Student responds when teacher asks about what they like most from the story.

Category Vocabulary

Rationale Student is able to use an advanced word accurately. She pronounces it correctly in spite of its similarity with L1 word “metáfora” which has a different intonation and could be easily mispronounced.

Definition: met.a.phor a way of describing something by referring to it as something different and suggesting that it has similar qualities to that thing.

2

Sample # 4 “I remember when most students were running to the canteen.”

Context Student talking about a meaningful memory.

Category Vocabulary

Rationale By using this word, the learner indicates he has a wide range of vocabulary and British English knowledge.

Definition: can.teen (British English) a place in a factory, school etc. where meals are provided, usually quite cheaply.

Sample # 5

“It doesn’t make sense to express my opinion because I haven’t finished the book.”

Context

Learner answering to teacher’s

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