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Standardised speaking proficiency

Submitted by evovou on Wed, 2010-02-17 17:55

To what extend should facets of standardised speaking proficiency such as communicative framework, examiner-examinee interaction, examination guidelines, rating grids, examiners code of ethics etc. be informed by teaching and learning environments, taken to be as close to authentic communication as L2 students can come across, so that facets such as the above can create positive impact on both the micro and macro level of language learning?