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1、CanMetalinguisticAwarenessbeinvited?AnEmpiricalStudyofEFLPortfolio-CombinedConversationCourseAbstractSincethestandardizedspokentestslabelingthescoresonthe“finalperformance”providelittleinformationaboutlearners’metalinguisticdevelopment,learner’sprogressovertimeandclassroominteractionar
2、ehardlyconsidered.Delett,Barnhart&Kevorkain(2001)proposedthebenefitsoftheliteracyportfoliobecausethisalternativeassessmentoffersanintegrativeperspectiveoflearningprocessandacollectionofliteracyachievement,takingthecognitive,social,academiccontextintoaccount.Throughportfolioassessment,l
3、anguagecanbeassessedasmediumforcommunicationandcognition.Nevertheless,stilllittletoknowthatportfolioassessmentmaymatchtheneedsofEFLconversationclassroom.ThisexperimentwassignificantindevelopingabetterunderstandingofEFLtechnologyuniversitylearners’perceptionsandattitudetowardportfolioas
4、sessmentandtraditionaltestsrespectively.Twogroupsoflearnersparticipatedinthefour-month-longcasestudy.Thefindingsshowedthattheportfolio(experimented)grouphadafeelingofgrowingawareness,higherinterestsandcontrollingprogress.However,morethan65%ofthemfailedtofulfill“portfolioshelpedself-mon
5、itorerrors”partiallybecauseofthelimitedlinguisticknowledge.Onthecontrary,non-portfolio(controlled)groupexpressedthattraditionalassessmentledbothoralcommunicationcoursestobelessmotivatingandconversationalactivitiestobelessdiverse.And,theyhadgreatconcernwithteacher’serrorcorrectionandsco
6、ringsystem.Thepossiblesuggestionsfortheoryandpracticeareprovided.Keywords:portfolioassessment,metalinguisticawareness,autonomy,authenticity,oralcommunication.331.ANewVision1.1CallforanAlternativeApproachWithregardtomasteringoralcommunication,businessstudentsusedtoshowthedesiretopursuek
7、nowledgeandthestrongercommitmenttolearning.Thementalawarenessofbusiness-majoredstudentsoftenaffectsthewaystheyinteractwithothers.Notonlycannottraditionaltestingsatisfytheneedsforassessingtheachievementofmoreprocess-orientedlearning,itisalsounabletomeasurethedynamicsofbusinessmajors.S
