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From Negative Evidence to Learning Opportunities: Investigating Informal Formative Assessment Practices in an L2 Classroom
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DOI：10.1080/15434303.2025.2612163.png)
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Abstract
En 中文
This study investigates teachers' informal formative assessment (IFA) signalled by negative evidence in classroom interactions. In this single-case study, we examined classroom recordings of a language teacher and analysed micro-moments of the interaction using Conversation Analysis (CA). Concentrating on detailed excerpts of classroom interactions, we discuss how negative evidence signals the teacher's IFA process. We provide evidence that this process paves the way for maximising learning opportunities and shaping learner contributions in the immediate/subsequent turns of speech following a teacher's assessment and feedback, thus underscoring the concept of Classroom Interactional Competence (CIC). By presenting insights into the interactional patterns of IFA in second language (L2) classes, our findings contribute to the growing body of research integrating assessment and classroom interaction.
Keywords:
TEACHER
ORIENTATIONS
2ND-LANGUAGE
INSTRUCTION
DECISIONS
FEEDBACK
REPAIR
EVENT
WORK
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