By Inge Bartning, Maisa Martin, Ineke Vedder
The typical eu Framework of Reference for Languages (CEFR) has develop into the yardstick for educating and checking out language talents in Europe and somewhere else. but little is understood in regards to the relationships among the communicative degrees proven utilizing the can-do statements of the CEFR and the developmental phases of grammatical and lexical improvement defined by means of moment Language Acquisition (SLA) examine. This booklet provides empirical examine through participants of the SLATE community (Second Language Acquisition and checking out in Europe), aimed toward bridging this hole. The reviews care for numerous objective languages, together with Dutch, English, Finnish, French, Italian, Norwegian and Spanish, with grownup, adolescent and baby beginners in either formal and casual contexts.
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Additional resources for Communicative proficiency and linguistic development: intersections between SLA and language testing research
A considerable amount of time and effort went into designing or selecting tasks that would reflect a variety of features relevant for the development of communicative L2 writing. It was also necessary to take into account the scales that were going to be used for L2 writing assessment: the CEFR and the Finnish National Core Curriculum scales. The NC tasks were designed for adults, and since cognitive, interactive and learner factors are influenced by age and experience gained through activity in a wide variety of social contexts (see Vähäpassi, 1982; Weigle, 2002), they were not necessarily suitable for younger L2 learners writing in school context.
As a consequence, the validity of the findings about language development improves. There are different ways to decide which methods represent particular proficiency levels reliably. The one that is used in the first Cefling analyses of linguistic features and their relationship to different proficiency (CEFR) levels is based on direct observation of rater agreement. For the linguistic analyses conducted in Cefling, only those samples of writing were chosen on which the majority of the raters had reached sufficient agreement: three out of four raters in English and two out of three in Finnish rated the texts as belonging to the same proficiency level.
Echevarriarza, M. P. (1992). The development of writing abilities in a foreign language: Contributions toward a general theory of L2 writing. The Modern Language Journal, 76, 333–352. Van den Branden, K. ) (2006). Task-based language education. From theory to practice. Cambridge: Cambridge University Press. , & Norris, J. M. ). (2009). Task-based language teaching. A reader. Amsterdam/Philadelphia: Benjamins. Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press. Wigglesworth, G.
Communicative proficiency and linguistic development: intersections between SLA and language testing research by Inge Bartning, Maisa Martin, Ineke Vedder