El papel de la negociación dialógica en las evaluaciones orales de la prueba final de bachillerato

Abstract

For years two main approaches to assess foreign languages have been followed in the world: on the one hand, Weir’s socio-cognitive model (2005) and the other model, also cognitive, is the Chapelle, Enright, and Jamieson’s (2007). Neither considers the discursive coconstruction with consequent effects on improving the candidate’s performance. It shows as well that the dialogic interchange on the Zone of Proximal Development (Poehner, 2007) favors the oral production in tests. The study compares the results from a control group of the Community of Andalucía and another of Castilla La Mancha and Madrid recordings made by 60 students in paired oral interviews. The results show that interactions between the two candidates are more effective than the dialogues interviewer-candidate and they may actually affect the management and implementation of the Final Test High School (Prueba Final de Bachillerato) beginning in 2017.