Pecularities of assessing future primary school teachers’ strategic competence in spoken interaction

Abstract

This article addresses the crucial issue of evaluating English-language strategic competence (SC) in future primary school teachers, particularly within spoken interaction, given growing demands for foreign language proficiency in non-linguistic higher education. While acknowledging the challenge of directly observing mental strategies, the study emphasizes the importance of assessing communication strategies. It outlines key criteria for evaluating SC in spoken interaction, including self-observation, strategy recognition and application, situational relevance, communicative initiative, and cliché usage. The article also highlights the role of self-assessment tables as tools for fostering student autonomy and reflection. Further research is deemed necessary to develop specific assessment tasks and evaluation instruments for SC in oral interaction.