Assessing output and outcomes in L2 through perspective taking

We present results of a two year longitudinal study on the assessment of French as a second language (L2) reaction papers to theoretical readings in a fifth year university program in teacher training in Canada. As students come into this program for a one year specialization from very different bac...

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Bibliographic Details
Published in:Professionalisierung und Diagnosekompetenz (Band V.5)
Main Author: Myers, Marie J.
Contributors: Hansmann, Wilfried & Dirks, Una
Format: Book Chapter
Language:German
Published: Philipps-Universität Marburg 2012
Erziehungswissenschaft
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Summary:We present results of a two year longitudinal study on the assessment of French as a second language (L2) reaction papers to theoretical readings in a fifth year university program in teacher training in Canada. As students come into this program for a one year specialization from very different backgrounds and universities, we wanted them to feel free in terms of their various ways in operationalizing and variability in language use. The corpus was analysed using a complexity scale and students’papers were also categorized following Laing, Phillipson and Lee’s (1968) model of perspective taking including “Direct perspective”, Meta-perspective” and “Meta-meta perspective”. Analysis revealed that the majority of participants (86%) still functioned at the level of “direct perspective taking” while 11% spontaneously also engaged in taking a “meta-perspective”. It was noted that very few students out of the 55 participants were able to adopt a “meta-meta perspective” in their writing. For the purposes of our discussion Kant’s position on reflectivity also served to shed light on these results.
DOI:https://doi.org/10.17192/es2012.0011