Assessing and grading oral and written language skills in early foreign language teaching

Authors

  • Saša Jazbec University of Maribor, Faculty of Arts
  • Brigita Kacjan University of Maribor

DOI:

https://doi.org/10.4312/vestnik.10.199-217

Keywords:

early foreign language learning, assessment, grading, instrument, verbal and written language skills

Abstract

Across Europe, early foreign language learning has already become a paradigm of everyday school life. While beginnings of this process may have been controversial and hotly debated decades ago, experts today agree that there are far more advantages than disadvantages to this. The current discussion in research concentrates on the relevant methodology that leads to the optimal performance under changing circumstances, determined by many variables (source language, target language, duration of teaching, number of students, etc.). The aim of this paper is to address assessment and grading as significant processes in early foreign language teaching, and ones must be used very subtly. The article presents concrete examples and instruments for assessing and grading verbal and written language skills in early lessons of foreign language learning and discusses their advantages and disadvantages.

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Published

28.12.2018

How to Cite

Jazbec, S., & Kacjan, B. (2018). Assessing and grading oral and written language skills in early foreign language teaching. Journal for Foreign Languages, 10(1), 199–217. https://doi.org/10.4312/vestnik.10.199-217

Issue

Vol. 10 No. 1 (2018)

Section

Didactics of Foreign Languages

License

Copyright (c) 2018 Saša Jazbec, Brigita Kacjan

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