Rethinking the Assessment Model for English as a Lingua Franca
- 10.2991/adics-elssh-19.2019.2How to use a DOI?
- ELF, language assessment, intelligibility, standard norms
This paper gives a description of the emergence of English as a Lingua Franca (ELF), its debates and how its pervasive nature has started to shift the concept of competent speakers from gaining the native speakers’ proficiency into becoming the resourceful speakers who are able to communicate in diverse communities. This paper provides the overview of the current existing language assessment models and how they contrast to ELF communication model which emphasises more intelligibility than the accuracy of the native speakers’ norm. By providing the conversation excerpts from the students’ works, this paper proves how fossilised norms fail to assess the intelligibility and the achieved goal of the communication thus suggest the implication for the language educators. The suggestions include raising the awareness of the language educators to be more flexible when assessing the students’ oral production of ELF, to focus on how the students make the negotiation and meaning making, deal with phonological differences, and use ELF pragmatics. Finally, how the goal is achieved through the fluidity is what inevitably needed to be paid attention to.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Komilie Situmorang AU - Dwi Nugroho AU - Sandra Sembel PY - 2019/11 DA - 2019/11 TI - Rethinking the Assessment Model for English as a Lingua Franca BT - Proceedings of the 2019 Ahmad Dahlan International Conference Series on Education & Learning, Social Science & Humanities (ADICS-ELSSH 2019) PB - Atlantis Press SP - 181 EP - 186 SN - 2352-5398 UR - https://doi.org/10.2991/adics-elssh-19.2019.2 DO - 10.2991/adics-elssh-19.2019.2 ID - Situmorang2019/11 ER -