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A Comparative Study of Cultural, Social and Institutional Dimensions of Language Exams in Iranian, French and American Language Classes
Soodeh Eghtesad
199-214 (complete paper or proceedings contents)


Assessment procedures in second and foreign language classes reflect courses' goals and objectives for language learning as well as specific cultural and linguistic demands and needs of learning languages in different contexts and situations. This paper illustrates what the assessment practices used in a number of language classes in the USA, in France and in Iran reveal about each country's education culture and perception of languages. Founded on a theoretical framework composed of the socio-politico-cultural dimensions of assessment as well as the various assessment tools and procedures available in the field of language acquisition, this research examines more precisely the similarities and differences of exams used in language classes in three countries in order to explain whether or not the form and the uses of this assessment instrument are generic or culturally specific, and if they are specific, what social, cultural, political and economic factors have an impact on them in each of the six contexts concerned (English as a second language and French as a foreign language classes in the USA, French as a second language and English as a foreign language classes in France, Persian as a second language, and English as a foreign language classes in Iran).

Published in

Selected Proceedings of the 2011 Second Language Research Forum: Converging Theory and Practice
edited by Erik Voss, Shu-Ju Diana Tai, and Zhi Li
Table of contents
Printed edition: $280.00