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Student Self-Assessment in Language Learning Reflected in Selected Second Language Theories

Authors: Keplová Kateřina

Year: 2022

Type of publication: ostatní - přednáška nebo poster

Page from-to: nestránkováno

Titles:

Language	Name	Abstract	Keywords
eng	Student Self-Assessment in Language Learning Reflected in Selected Second Language Theories	The presentation proposes connections between selected second language acquisition theories and the development of the self-assessment competence. The two theories explored are Krashen’s Monitor Hypothesis and Schmidt’s Noticing Hypothesis. These two theories provide a possible link to self-assessment as they both describe a relationship between language performance and the learner’s awareness of its fluency and accuracy, even though the points of view of the authors are very different. Krashen describes a situation in which a learner controls, or monitors, own performance. This monitoring is unconscious and takes place during a learner’s language performance. On the other hand, Schmidt works with the concept of consciously scrutinising own language performance once the performance is completed, to identify deficiencies and remedying them. The links between monitoring/noticing and self-assessment are presented to support the planned research into the process of incorporating self-assessment competence development in the tertiary education of students of English and American Studies.