Difference between revisions of "Stommel2024"
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{{BibEntry | {{BibEntry | ||
| + | |BibType=ARTICLE | ||
| + | |Author(s)=Wyke Stommel; Jeroen Dera; | ||
| + | |Title=“Gewoon gezellig effe een kwartiertje over je boeken praten”: verschillende gespreksactiviteiten in het Mondeling Nederlands op de middelbare school | ||
| + | |Tag(s)=EMCA; education; oral exam; activities; Dutch | ||
|Key=Stommel2024 | |Key=Stommel2024 | ||
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| − | |||
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|Year=2024 | |Year=2024 | ||
| − | | | + | |Language=Dutch |
|Journal=Tijdschrift voor Taalbeheersing | |Journal=Tijdschrift voor Taalbeheersing | ||
|Volume=46 | |Volume=46 | ||
|Number=2/3 | |Number=2/3 | ||
|Pages=76–91 | |Pages=76–91 | ||
| − | |URL=https://www.aup | + | |URL=https://www.aup-online.com/content/journals/10.5117/TVT2024.0203.002.STOM |
|DOI=10.5117/TVT2024.0203.002.STOM | |DOI=10.5117/TVT2024.0203.002.STOM | ||
| − | |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. |
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Latest revision as of 04:13, 31 May 2026
| Stommel2024 | |
|---|---|
| BibType | ARTICLE |
| Key | Stommel2024 |
| Author(s) | Wyke Stommel, Jeroen Dera |
| Title | “Gewoon gezellig effe een kwartiertje over je boeken praten”: verschillende gespreksactiviteiten in het Mondeling Nederlands op de middelbare school |
| Editor(s) | |
| Tag(s) | EMCA, education, oral exam, activities, Dutch |
| Publisher | |
| Year | 2024 |
| Language | Dutch |
| City | |
| Month | |
| Journal | Tijdschrift voor Taalbeheersing |
| Volume | 46 |
| Number | 2/3 |
| Pages | 76–91 |
| URL | Link |
| DOI | 10.5117/TVT2024.0203.002.STOM |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
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.
Notes
