BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:10753-c3da505229866866dbeb52843be51251@events.la.psu.edu DTSTAMP:20260611T000530Z DTSTART;TZID=America/New_York:20240216T180000 DTEND;TZID=America/New_York:20240216T210000 SUMMARY:Penn State Korean Applied Linguistics Symposium DESCRIPTION:\n“Beyond grammar\, pronunciation\, and vocabulary—Cutting-e dge perspectives\, practices\, paradigms\, tools\, scales\, and theories in assessing Korean learners’ performance and interactional competence” \n\n \;\n\nDr. Sahie Kang (Professor of Korean\, Director\, Middlebu ry Korean School):\n\nGauging improvement in linguistic elements with In tegrated Performance Assessment\n\nIntegrated Performance Assessment (IP A) has been well received by researchers and practitioners as a language performance assessment tool. IPA provides a new paradigm of relating cl assroom instruction to learner assessment\, where learners perform a ser ies of communication tasks\, interpretive\, interpersonal\, and presenta tional tasks\, under one theme. By performing a series of tasks followed by feedback after each task\, the IPA promotes learners’ progress to me et communication goal of the Standards for Foreign Language Learning in the 21st Century (National Standards\, 1999\, 2006) and eventually links students’ performances with successful proficiency learning outcomes. P revious studies report that learners improve performances through the IP A\, showing positive attitude toward the assessment. The IPA also create s ‘washback effect’ on classroom instruction\, leading to teachers’ proa ctive employment of authentic materials and application of real-world si tuations in class in order to help students’ reaching proficiency object ives (Adair-Hauck et al.\, 2006\; Adair-Hauck et al.\, 2013\; Adair-Hauc k &\; Troyan\, 2013\; Glisan et al.\, 2007\; Huh\, 2020\; Kang\, 2016 \; Kissau &\; Adams\, 2016).\n\n \;\n\nYet\, concerns remain\, as with most Performance Assessments\, as to whether IPA will capture lear ners acquire linguistic elements. In other words\, there is a general co ncern that performance assessments would not measure learners’ acquisiti on of linguistic elements such as grammar or vocabulary while they measu re global language performance skills. However\, Jung &\; Kang (2024) analyzes the learners' language performance data in IPA Performances an d confirmed that the acquisition and improvement of not only language pe rformances but also linguistic elements such as lexical complexity\, acc uracy\, and speech fluency are presented. It analyzes speech production data of the IPA conducted at a post-secondary Korean language immersive setting in two summers. The data collection includes learners’ performan ces of interpersonal and presentational tasks and specifically focuses o n quantitative data analysis of the speech production from five rounds o f the Intermediate-high level IPAs and four rounds of the Advanced level IPAs. Students’ speech samples were transcribed in the CLAN program to find lexical complexity\, accuracy\, and fluency. The results of the spe ech production analysis clearly show that while the learner's performanc es are improved\, learners’ acquisitions of linguistic elements\, at lea st complexity\, accuracy\, and fluency\, are also increased. Of course\, this does not mean that IPA can be used as a tool to evaluate linguisti c elements\, but it shows that performance-based learning or evaluation does not necessarily neglect linguistic elements such as complexity\, ac curacy\, and fluency.\n\nDr. Sun-Young Shin (신선영)\, Associate Professor\ , Department of Second Language Studies\, Indiana University:\n\nAssessi ng L2 Interactional Competence\n\nIn recent years\, there has been a bur geoning interest in the development and assessment of second/foreign lan guage (L2) learners' spoken interactional competence. The ability to eng age effectively with others is now considered as crucial as producing gr ammatically accurate L2 utterances with proficient pronunciation. Despit e this acknowledgment\, many L2 teachers still face challenges in elicit ing interactive language samples and evaluating L2 learners' interaction al competence using suitable classroom-based assessment instruments and rubrics. To navigate the challenges inherent in assessing L2 interaction al competence\, this talk extends guidance at both theoretical and opera tional levels. It delves into the intricacies of defining interactional competence and the practical aspects of assessing L2 interactional compe tence by offering insights into the development and utilization of speci fic speaking testing tools and scales. This talk also sheds light on cut ting-edge research in the field\, presenting recent studies that contrib ute to our understanding of assessing L2 interactional competence. By in corporating theoretical frameworks\, practical tools\, and the latest re search\, this talk aims to provide a thorough and up-to-date exploration of the multifaceted landscape of L2 interactional competence assessment .\n\nFor more details: https://events.la.psu.edu/event/korean-applied-li nguistics-symposium/ X-ALT-DESC;FMTTYPE=text/html:

“Beyond grammar, pronunciation, and vocabulary—Cutting-edge perspectives, pract ices, paradigms, tools, scales, and theories in assessing Korean learner s’ performance and interactional competence”

 

Dr. Sahie Kang (Professor of Korean, Director, Middleb ury Korean School):

Gauging improvement in linguistic elem ents with Integrated Performance Assessment

Integrated Pe rformance Assessment (IPA) has been well received by researchers and pra ctitioners as a language performance assessment tool. IPA provides a new paradigm of relating classroom instruction to learner assessment, where learners perform a series of communication tasks, interpretive, interpe rsonal, and presentational tasks, under one theme. By performing a serie s of tasks followed by feedback after each task, the IPA promotes learne rs’ progress to meet communication goal of the Standards for Foreign Lan guage Learning in the 21st Century (National Standards, 1999, 2006) and eventually links students’ performances with successful proficiency lear ning outcomes. Previous studies report that learners improve performance s through the IPA, showing positive attitude toward the assessment. The IPA also creates ‘washback effect’ on classroom instruction, leading to teachers’ proactive employment of authentic materials and application of real-world situations in class in order to help students’ reaching prof iciency objectives (Adair-Hauck et al., 2006; Adair-Hauck et al., 2013; Adair-Hauck & Troyan, 2013; Glisan et al., 2007; Huh, 2020; Kang, 20 16; Kissau & Adams, 2016).

 

Yet, concerns remain, as with most Performance Assessments, as to whether IPA will capture lea rners acquire linguistic elements. In other words, there is a general co ncern that performance assessments would not measure learners’ acquisiti on of linguistic elements such as grammar or vocabulary while they measu re global language performance skills. However, Jung & Kang (2024) a nalyzes the learners' language performance data in IPA Performances and confirmed that the acquisition and improvement of not only language perf ormances but also linguistic elements such as lexical complexity, accura cy, and speech fluency are presented. It analyzes speech production data of the IPA conducted at a post-secondary Korean language immersive sett ing in two summers. The data collection includes learners’ performances of interpersonal and presentational tasks and specifically focuses on qu antitative data analysis of the speech production from five rounds of th e Intermediate-high level IPAs and four rounds of the Advanced level IPA s. Students’ speech samples were transcribed in the CLAN program to find lexical complexity, accuracy, and fluency. The results of the speech pr oduction analysis clearly show that while the learner's performances are improved, learners’ acquisitions of linguistic elements, at least compl exity, accuracy, and fluency, are also increased. Of course, this does n ot mean that IPA can be used as a tool to evaluate linguistic elements, but it shows that performance-based learning or evaluation does not nece ssarily neglect linguistic elements such as complexity, accuracy, and fl uency.

Dr. Sun-Young Shin (신선영), Associate Profes sor, Department of Second Language Studies, Indiana University:

Assessing L2 Interactional Competence

In recent yea rs, there has been a burgeoning interest in the development and assessme nt of second/foreign language (L2) learners' spoken interactional compet ence. The ability to engage effectively with others is now considered as crucial as producing grammatically accurate L2 utterances with proficie nt pronunciation. Despite this acknowledgment, many L2 teachers still fa ce challenges in eliciting interactive language samples and evaluating L 2 learners' interactional competence using suitable classroom-based asse ssment instruments and rubrics. To navigate the challenges inherent in a ssessing L2 interactional competence, this talk extends guidance at both theoretical and operational levels. It delves into the intricacies of d efining interactional competence and the practical aspects of assessing L2 interactional competence by offering insights into the development an d utilization of specific speaking testing tools and scales. This talk a lso sheds light on cutting-edge research in the field, presenting recent studies that contribute to our understanding of assessing L2 interactio nal competence. By incorporating theoretical frameworks, practical tools , and the latest research, this talk aims to provide a thorough and up-t o-date exploration of the multifaceted landscape of L2 interactional com petence assessment.

For more details: https://events.la.ps u.edu/event/korean-applied-linguistics-symposium/

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