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Describing Language ability: language use in language tests. - Coggle…
Describing Language ability: language use in language tests.
Language use:
Creation or interpretation of the meaning of discourse created by an individual.
A dynamic negotiation of meaning between two or more individuals.
Using language to express, interpret and negotiate meaning to create discourse.
It involves not only the language users but so do their specific characteristics.
Chacacteristics of individuals:
Topical knowledge:
"Real world knowledge".
Test takers' ability to correlate language with what they experience on a daily basis.
Examples:
Cultural knowledge
Structures in long-term memory
Affective Schemata:
Affective or emotional correlation to topical knowledge.
How test takers' may emotionally respond settings that are similar to past situations.
Topics that require more emotional abilities, may result difficult for test takers' to complete.
Examples:
Abortion
Gun control
Politics
Personal characteristics:
Test takers' characteristics that do not belong to the language abilities, but may influence their performance.
Characteristics to describe the test takers.
Examples:
Age
Level of education
Prior preparation for exam
Language ability:
Bachman's components of language ability:
Language knowledge:
Grammatical knowledge:
Producing and comprehending utterances
Textual knowledge:
Producing or comprehending texts
Knowledge of cohesion
Knowledge of rhetorical or conversational organization
Organizational knowledge:
Formal structure of language
Pragmatic knowledge:
Create or interpret discourse
Functional knowledge:
Interpret relationships between utterances, texts and the intentions of language users
Knwoledge of ideational functions
Knowledge of manipulative functions
Knowledge of instrumental functions
Knowledge of imaginative functions
Sociolinguistic knowledge:
Create or interpret appropriate language for a specific setting
Strategic competence:
Components that help design and create interactive tests.
There are three areas of metacognitive strategy:
Goal setting:
Identify tasks
Choosing tasks
Attempt or do not attempt tasks
Assessment:
Assessing the characteristics of language use
Assessing the individuals' knowledge
Assessing appropriateness of response for tasks
Planning:
Selecting elements from the learners' knowledge
Formulating one or more plans to respond to tasks
Selecting and implementing one plan
Set of metacognitive strategies or components that help manage content.
Language skills:
Inadequacies of the approach:
Tasks involve more than one skill at a time.
Language does not just occur for one purpose, it has many.
Four skills:
Listening
Speaking
Reading
Writing