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Testing Lexicogrammar: An Investigation into the Construct Tested in the «Language in Use» Section of the Austrian Matura in English New edition [Kõva köide]

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  • Formaat: Hardback, 278 pages, kõrgus x laius: 210x148 mm, kaal: 431 g, 176 Illustrations
  • Sari: Language Testing and Evaluation 45
  • Ilmumisaeg: 31-Dec-2021
  • Kirjastus: Peter Lang AG
  • ISBN-10: 3631865406
  • ISBN-13: 9783631865408
Teised raamatud teemal:
Testing Lexicogrammar: An Investigation into the Construct Tested in the «Language in Use» Section of the Austrian Matura in English New editionSuurem pilt
  • Formaat: Hardback, 278 pages, kõrgus x laius: 210x148 mm, kaal: 431 g, 176 Illustrations
  • Sari: Language Testing and Evaluation 45
  • Ilmumisaeg: 31-Dec-2021
  • Kirjastus: Peter Lang AG
  • ISBN-10: 3631865406
  • ISBN-13: 9783631865408
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9783631865408.html
Märksõnad:

This book explores the construct of language in use, specifically as operationalised through different item types in the Austrian Matura (school-leaving exam). Empirical research on some of these item types is scarce. The author reports on a mixed-methods study. The theoretical frameworks employed are Purpura’s (2004) model of language ability and Weir’s (2005) socio-cognitive framework. The findings suggest that the tasks under investigation assess grammatical form and meaning at the sub-sentential and sentential level. Different item types were also found to target different elements of lexicogrammatical competence. The study contributes to understanding the nature of language in use and sheds light on the application of the socio-cognitive framework to the validation of language in use tasks.



This book explores the construct of language in use, specifically as operationalised through different item types in the Austrian Matura. The findings suggest that the tasks under investigation assess grammatical form and meaning at the sub-sentential and sentential level.

List of abbreviations
13(2)
List of figures
15(2)
List of tables
17(2)
1 Introduction
19(8)
1.1 Research context
19(2)
1.2 Rationale for the study
21(3)
1.3 Organisation of this book
24(3)
2 Literature review
27(34)
2.1 Validity and validation in language testing
27(9)
2.1.1 Test validation frameworks
29(1)
The argument-based approach
29(1)
The assessment utilization argument
30(1)
The socio-cognitive framework
31(5)
2.2 Perspectives on (lexico)grammar
36(9)
2.2.1 From a form-based to a communication-based view
36(2)
2.2.2 Purpura's (2004) model of grammar
38(3)
2.2.3 The interrelationship between lexis and grammar
41(2)
2.2.4 Grammar and lexis in the CEFR
43(2)
2.3 Assessing (lexico)grammar
45(13)
2.3.1 Item types
46(1)
2.3.2 Gap-fill tests
47(2)
2.3.3 Multiple-choice gap-fill
49(4)
2.3.4 Banked gap-fill
53(1)
2.3.5 Word formation gap-fill
54(2)
2.3.6 Editing
56(2)
2.4 Research questions
58(1)
2.5
Chapter Summary
59(2)
3 Methodology
61(72)
3.1 Introduction
61(1)
3.2 Overview of the test design cycle of the Austrian secondary school-leaving examination for foreign languages
61(3)
3.3 Item types and test tasks under investigation
64(4)
3.4 Research design
68(5)
3.4.1 Ethics
73(1)
3.5 Strand 1: Expert judgements
73(32)
3.5.1 The use of expert judgements
74(3)
3.5.2 Pilot study li Piloting the language in use construct grid
77(20)
3.5.3 Main Study 1: Using expert judgements to inform the construct
97(8)
3.6 Strand 2: Test-takers' Intro- and retrospection
105(26)
3.6.1 The use of Introspective methods
105(4)
3.6.2 Pilot Study 2: Using think-aloud protocols and retrospective Interviews to inform the construct
109(10)
3.6.3 Reading comprehension
119(1)
3.6.4 Conclusion and Implications for subsequent studies
120(1)
3.6.5 Pilot Study 3: Piloting the Skills Questionnaire
120(5)
3.6.6 Main Study 2: Using the Skills Questionnaire to inform the construct
125(6)
3.7
Chapter Summary
131(2)
4 Results
133(84)
4.1 Using expert judgements to inform the construct (Main Study 1)
133(53)
4.1.1 Results informing the construct of the four item types
133(40)
4.1.2 Inter-judge reliability
173(7)
4.1.3 Findings from the feedback questionnaire
180(6)
4.2 Using the Skills Questionnaire to inform the construct (Main Study 2)
186(27)
4.2.1 Anchor items
187(1)
4.2.2 Results from test performance data
188(2)
4.2.3 Results from the Skills Questionnaire
190(17)
4.2.4 Results from the feedback questionnaire
207(6)
4.3
Chapter Summary
213(4)
4.3.1 Aspects of lexicogrammar tested in the different item types
213(1)
4.3.2 Differences and similarities between the item types
214(1)
4.3.3 Extent of reading comprehension required to answer test items correctly
214(3)
5 Discussion
217(24)
5.1 Introduction
217(1)
5.2 Aspects of lexicogrammar that are tested by the items in the language in use tasks (RQ1)
217(2)
5.3 Differences and commonalities in the aspects of lexicogrammar assessed by the different item types (RQ2)
219(9)
5.3.1 Multiple-choice gap-fill
219(2)
5.3.2 Banked gap-fill
221(2)
5.3.3 Editing
223(1)
5.3.4 Word formation gap-fill
224(4)
5.4 The amount of reading comprehension that is necessary to answer the test items correctly (RQ3)
228(9)
5.4.1 Multiple-choice gap-fill
230(2)
5.4.2 Banked gap-fill
232(2)
5.4.3 Editing
234(1)
5.4.4 Word formation gap-fill
235(2)
5.5 Answering the overarching research question
237(4)
6 Conclusion
241(14)
6.1 Introduction
241(1)
6.2 Summary of the main findings
241(2)
6.3 Contributions of this study
243(5)
6.3.1 Theoretical contributions
243(4)
6.3.2 Methodological contributions
247(1)
6.4 Implications of this study
248(1)
6.5 Limitations
249(2)
6.6 Suggestions for further research
251(4)
References 255(18)
Appendices 273
Theresa Weiler holds a PhD in applied linguistics with a specialisation in language testing from Lancaster University (UK). She works as a language testing professional at the Austrian Federal Ministry of Education, Science and Research, where she is involved in the development of the standardised matriculation examination for modern languages.