Assessing Grammar (Cambridge Language Assessment) by James E. Purpura

By James E. Purpura

A renewed curiosity in grammar, from pedagogical and examine views, has created the necessity for brand new ways to assessing the grammatical skill of language novices. This e-book offers a complete framework of moment language grammatical wisdom and makes use of this as a base to aid readers create their very own evaluate instruments to check scholars' grammar.

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Tag questions, negative questions and embedded questions If grammatical assessment tasks could be constructed with developmental proficiency levels in mind, then the scores from these tests could have been used not only to infer grammatical accuracy, as we have always done, but also to make inferences about the underlying acquisitional development of the L2 learners. Consider, for example, a teacher wishing to determine a learner’s level of target-like accuracy in forming questions. We would consider all test items in a test as potentially right (1 point) or wrong (0 points).

A third group, the rule-oriented group, read the same passages, except they were also given explicit rule statements below each relative clause so that the rules would become salient. Knowledge of the relatives was measured by written grammaticality-judgment, sentence-combination and gap-filling tasks, and by sentence-level oral tasks based on pictures. Although no attempt was made to measure literal, intended, or pragmatic meaning independent of the relative clause forms, Doughty found that on the post-tests, the rule and meaning-oriented groups outperformed the control group in their ability to use relative clauses.

Furthermore, it is unlikely that language teachers would attempt to teach phrase-structure rules, parameter-setting conditions or abstract notions of time and space, and certainly, they would never test students on these principles. As a result, many language teachers feel that knowledge of formal grammatical theory has little to offer their practice, and they have some misgivings as to how relevant this is for language assessment. Instead, in my experience, they prefer to draw on an experiential knowledge base derived from a familiarity with language textbooks, from their own hands-on experience of what actually works in classrooms, from a critical reflection of their practice and from informal discussions of their practice with colleagues.

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