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Vocabulary
Grammatical Knowledge
Communicative
Larsen-Freeman(1991,1997)
influenced by the
communicative model of language pedagogy,
characterised grammatical knowledge to show the
interrelatedness of phonology, lexis, syntax and semantics.
Grammatical
elements :
1. grammatical forms or the structures of a language
2. the grammatical meanings of those forms
3. their pragmatic meaning or use in a given context
The
Grammatical
knowledge of form,
meaning and use occurs at the
sentence level and beyond the
sentence. ( Discourse level)
Purpuras (2004) framework offers
taxonomy of components of
grammatical knowledge along with a
list of possible grammar points that
could be used to measure each of the
points.
Designing Assessment
Tasks : Selected Response
SR
Grammatical Meaning
Yuko
: Do you have plans for tonight?
Christina : Not really. ______________________
Yuko
: Thanks, but I have a final paper to write.
A)
B)
C)
D)
First
I
I
I
I
didnt
may be
might
had to
Here
In
Discrimination Tasks
Another
type of SR task that ask the testtaker to attend to input that can be either
language or nonlanguage and to respond in
the form of a choice between contrast or
opposites, such as true/false.
Discrimination item are used to measure the
difference between two similar areas of
grammatical knowledge such as pronouns in
subject or object position.
To
test recognition of gender pronouns, the testtaker must be able to discriminate between two
pictures, correctly choosing the picture that
corresponds to the stimulus sentence.
Example:
Directions
DESIGNING
ASSESSMENT TASK
LIMITED PRODUCTION
BY MEA
Gap-Filling Tasks
Grammatical form
I _____________ a book right before I go to sleep. Recently, I have been
reading biographies. I ____________ the biographies of Charlie Chaplin and
Mahatma Ghandi, and for the past few nights, I _______________ about Oprah
Winfrey.
Short-Answer Tasks
Dialogue-Completion Tasks
Input
Purpose
Scoring
rubric
Respons
e
Scoring rubric
One test-taker is
given half or some
of the information
and another test
taker is given
complementary
information
Both have to
question each other
to get all the
information
To measure
Suitable to test
grammatical knowledge to
communicate functional
meaning
pragmatic knowledge
(reciprocal nature of
performance requires language
of test taker to display
politeness, formality,
appropriateness)
knowledge of question
information, other interactional
form and meaning and request
for clarification
scored
contain
large
amount of
language to
measure
test-takers
grammatica
l form,
meaning
and
pragmatic
response
Input
take on a
role or
simulate a
situation to
solve a
problem,
make a
decision or
perform
some
transaction
collaborativ
ASSESSING
VOCABULARY
INTRODUCTION
OWords are building blocks of a
TYPES :
do not
count
words that
TOKENS :
are
all the
repeated,
words in
only words
the
that are of
paragraph
different
(53)
There are big lies. And little lies.
forms
FUNCTION WORDS
E.g. : Preposition,
articles,
conjunctions and
other little words
Belonging more to
grammar than
vocabulary
CONTENT WORDS
E.g. : nouns, verbs,
adjectives and
adverbs
More focus on in
vocabulary tests
PREFABRICATED LANGUAGE
OGroups of words that seems to
4 types:
O Poly words (short fixed
expressions ( longer
utterances that are fixed in
VOCABULARY IN CONTEXT
O The context of vocabulary may vary
FUNDAMENTAL PROCESSES OF
VOCABULARY ACQUISITION
O Learners knowledge of:
~ word characteristic
~ perceiving different forms of
words
~ recognizing linguistic roots
to make
out meaning
~ using context for guessing
meaning
~ knowing the parts of speech
METACOGNITIVE STRATEGIES
O Strategies in trying to read illegible
handwriting
O Strategies to convey sad message
O Strategies when talking to non
native speaker of our language
O 2nd language learner
to overcome the lack of
vocabulary knowledge
when communicating (practice
avoidance use
lexical item)
- Paraphrase a word, fall back on
their first language.
CONSIDERATIONS IN DESIGNING
ASSESSMENT TASKS
PREPARED BY LIYANA AZIZ
It is crucial to consider what role the context plays in the test item.
Role of context :
Ii. help the learner to be able to recognize the word based on given context.
pg 313
chalk
sports
group
Involve recall and use and are also better performed within a context or
situation.
Example : Fill-in-the-blank
Test-taker must be able to identify not only the meaning but also the form of
the lexical needed to fill in the blank.
Pg 314 : the deletions working with children who had been ___________ away
in mental ____________.......
The first deletion indicates that the vocabulary item needed is a verb in a
form of past participle.
The vocabulary item is a plural form noun. kids and children are suitable
words.
The formality of the language found (written text) would prefer children