ABSTRACT
Building upon the view of the modes of communication as contextualized communicative genres (Chapter 1, this volume), this chapter explores the development of interpersonal speaking abilities in a world language as the development of students’ understanding of spoken genres. The authors, which include nine teacher candidate contributors, applied their developing knowledge of SFL, genre theory, and genre-based backward design to understand spoken genres in context, analyze those spoken genres, create a schema of a complete orienting basis of action (SCOBA) (Gal’perin, 1992; Fernandez, 2017, Chapter 10; Herazo, 2014) for each spoken genre to make it visible to students, and create assessment criteria that integrate genre theory into the existing performance assessment rubrics for interpersonal speaking. Their work provides a window on an innovative application of genre theory for world language instructional design that can assist world language teachers in addressing performance assessment of the interpersonal mode of communication.
