Download e-book for iPad: Communicative proficiency and linguistic development: by Inge Bartning, Maisa Martin, Ineke Vedder
By Inge Bartning, Maisa Martin, Ineke Vedder
The typical eu Framework of Reference for Languages (CEFR) has turn into the yardstick for instructing and checking out language abilities in Europe and in different places. but little is understood in regards to the relationships among the communicative degrees tested utilizing the can-do statements of the CEFR and the developmental levels of grammatical and lexical improvement defined through moment Language Acquisition (SLA) study. This booklet provides empirical examine via individuals of the SLATE community (Second Language Acquisition and checking out in Europe), aimed toward bridging this hole. The reviews take care of a number of goal languages, together with Dutch, English, Finnish, French, Italian, Norwegian and Spanish, with grownup, adolescent and baby rookies in either formal and casual contexts.
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Additional info for Communicative proficiency and linguistic development: intersections between SLA and language testing research
Ask two things about other events that occurred during the week. • Ask two things about the English lessons that were held during the week. Remember to begin and end the message appropriately. Write in English in clear characters in the space below. • Ask two things about the exam. • Explain why you’ve been away. You’ve been away from school for a week. Soon you’ll have a Finnish exam. Send an email message to the teacher. more basic morphology • Suggest a new time and place. more basic Write in Finnish in clear characters in the space below.
G. beginning, intermediate and advanced learners. In research combining both SLA and language testing perspectives, there are a number of solutions to this problem: for example, one can simply ask all learners, regardless of their age or proficiency level, to do all types of task, or, one can try to match tasks with the test taker’s ability. In Cefling, an attempt was made to combine both approaches: all learners were asked to do a set of four different tasks (with one of the tasks having an alternate version); at the same time, the type of tasks that the participants were most likely to have encountered and the level of their L2 proficiency was carefully estimated in advance so as to make the tasks as suitable for them as possible.
Bonk, W. , & Ockey, G. J. (2003). A many-facet Rasch analysis of the second language group oral discussion task. Language Testing, 20(1), 89–110. 44 Riikka Alanen, Ari Huhta and Mirja Tarnanen Brindley, G. (1994/2009). Task-centred language assessment in language learning. The promise and the challenge. In J. Norris, M. Bygate, & K. ), Task-based language teaching. A reader (pp. 435–454). Amsterdam/Philadelphia: Benjamins. , & Swain, M. (2001). Introduction. In M. Bygate, P. Skehan, & M. ), Researching pedagogic tasks.
Communicative proficiency and linguistic development: intersections between SLA and language testing research by Inge Bartning, Maisa Martin, Ineke Vedder