2004
Volume 46, Issue 2/3
  • ISSN: 1573-9775
  • E-ISSN: 2352-1236

Abstract

Abstract

This study explores Dutch oral literature examinations (Mondeling Literatuur) in secondary education, which aim at eliciting an argumentative report of reading experiences on the basis of a selection of literary works. We examine the unfolding interaction within these exams, focusing on how teachers and students use various actions to construct distinct conversational activities. The data consist of 20 video recordings of oral exams from four secondary schools across the Netherlands and our analysis is based on Conversation Analysis. Our findings reveal that beyond the traditional question-answer format, alternative conversational activities emerge, namely more ordinary interaction about books and collaborative interpretation of literary works. Although asymmetries are inherent to the setting these activity types extend the exam beyond its traditional evaluative framework by transforming it into more symmetrical interaction. Through the analysis of prototypical examples of each activity type, this article highlights how Dutch literature exams evolve from formal assessment to shared literary exploration which still occasions pupils to display their knowledge.

Loading

Article metrics loading...

/content/journals/10.5117/TVT2024.0203.002.STOM
2024-12-01
2025-04-06
The full text of this item is not currently available.

References

  1. Auer, P., & Di Luzio, A. (Eds.). (1992). The contextualization of language (Vol. 22). John Benjamins Publishing.
    [Google Scholar]
  2. Breukelman, M., Gosen, M. N., Koole, T., & van de Pol, J. (2023). The workings of multiple principles in student-teacher interactions: Orientations to both mundane interaction and pedagogical context. Linguistics and Education, 76, 101188.
    [Google Scholar]
  3. Dera, J. (2019). De praktijk van de leeslijst: een onderzoek naar de inhoud en waardering van literatuurlijsten voor het schoolvak Nederlands op havo en vwo. Stichting Lezen.
    [Google Scholar]
  4. Dera, J. (2021). How culturally diverse are text selections in Dutch literary education? An analysis of reading tips, teaching packs, and student choices. Journal of Dutch Literature, 13 (1), 49-67.
    [Google Scholar]
  5. Dera, J. (2024). ‘She doesn’t consider it to be real literature’: Student conceptions of the term ‘literature’ and the notion of literary competence. L1 – Educational Studies in Language and Literature, 24.
    [Google Scholar]
  6. Dera, J., Gubbels, J., Van der Loo, J., & Van Rijt, J. (2023). Vaardig met vakinhoud: Handboek vakdidactiek Nederlands. Coutinho.
    [Google Scholar]
  7. Edwards, D. & Fasulo, A. (2006) “To Be Honest”: Sequential Uses of Honesty Phrases in Talk-in-Interaction, Research on Language and Social Interaction, 39 (4), 343-376, DOI: 10.1207/s15327973rlsi3904_1
    [Google Scholar]
  8. Egbert, M. (1998). Miscommunication in language proficiency interviews of firstyear German students: A comparison with natural conversation. In R.Young & A. W.He (Red.), Talking and Testing. (pp. 147-172). John Benjamins Publishing Company.
    [Google Scholar]
  9. Heritage, J., & Watson, D. R. (1979). Formulations as conversational objects. Everyday language: Studies in ethnomethodology, 123-162.
    [Google Scholar]
  10. Heritage, J. (2012). Epistemics in conversation. In: Sidnell, J. & Stivers, T. (Eds.) The Handbook of Conversation Analysis, Wiley & Sons, 370-394.
    [Google Scholar]
  11. Jager, M. & Stommel, W. (2017) The risk of metacommunication to manage interactional trouble in online chat counseling. Linguistik online, 87 (8), 191-212.
    [Google Scholar]
  12. Jefferson, G. (1983) On exposed and embedded correction. Studium Linguistik, 14 (1), 58-68.
    [Google Scholar]
  13. Kim, S. H., & Park, I. (2015). Test taker-initiated repairs in an English oral proficiency exam for international teaching assistants. Text & Talk, 35(2), 237-262. https://doi.org/10.1515/text-2014-0036
    [Google Scholar]
  14. Kormos, J. (1999). Simulating conversations in oral-proficiency assessment: A conversation analysis of role plays and non-scripted interviews in language exams. Language testing, 16(2), 163-188.
    [Google Scholar]
  15. Meestringa, T., Ravesloot, C., Bonset, H. (2012) Handreiking schoolexamen Nederlands havo/vwo. Herziening naar aanleiding van het referentiekader taal, SLO Nationaal Expertisecentrum Leerplanontwikkeling, Enschede
    [Google Scholar]
  16. Nicolaas, M., & Vanhooren, S. (2008). Het literatuuronderwijs in Nederland en Vlaanderen: een stand van zaken. Nederlandse Taalunie.
    [Google Scholar]
  17. Oberon (2016). Lees- en literatuuronderwijs in havo/vwo. Stichting Lezen.
    [Google Scholar]
  18. Potter, J., Hepburn, A. & Edwards, D. (2020) Rethinking attitudes and social psychology – Issues of function, order, and combination in subject-side and object-side assessments in natural settings, Qualitative Research in Psychology, 17 (3), 336-356, DOI: 10.1080/14780887.2020.1725952
    [Google Scholar]
  19. Sandlund, E., & Sundqvist, P. (2013). Diverging task orientations in L2 oral proficiency tests–a conversation analytic approach to participant understandings of pre-set discussion tasks. Nordic Journal of Language Teaching and Learning, 2(1).
    [Google Scholar]
  20. Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conversation analysis. Cambridge University Press.
    [Google Scholar]
  21. Sidnell, J. & Stivers, T. (Eds.) (2012). The Handbook of Conversation Analysis. Wiley & Sons.
    [Google Scholar]
  22. Skovholt, K., Solem, M. S., Vonen, M. N., Sikveland, R. O. & Stokoe, E. (2021). Asking more than one question in one turn in oral examinations and its impact on examination quality. Journal of Pragmatics, 181, 100-119. https://doi.org/10.1016/j.pragma.2021.05.020
    [Google Scholar]
  23. Speer, S. A. (2019). Reconsidering self-deprecation as a communication practice. British Journal of Social Psychology, 58 (4), 806-828.
    [Google Scholar]
  24. Verboord, M. (2003). Moet de meester dalen of de leerling klimmen? De invloed van literatuuronderwijs en ouders op het lezen van boeken, 1975-2000. Proefschrift Universiteit Utrecht.
    [Google Scholar]
  25. Vonen, M. N., Solem, M. S. & Skovholt, K. (2023). Managing students’ insufficient answers in oral examinations. Classroom Discourse, 1-23. https://doi.org/10.1080/19463014.2022.2079694
    [Google Scholar]
  26. Vonen, M. N. (2024) Teachers’ management of students’ incorrect answers in oral examinations. Linguistics and Education, 80, 101266. https://doi.org/10.1016/j.linged.2023.101266.
    [Google Scholar]
  27. Witte, T. (2008). Het oog van de meester: een onderzoek naar de literaire ontwikkeling van havo- en vwo-leerlingen in de tweede fase van het voortgezet onderwijs. Eburon.
    [Google Scholar]
/content/journals/10.5117/TVT2024.0203.002.STOM
Loading
/content/journals/10.5117/TVT2024.0203.002.STOM
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error