dc.contributor.author | Gautschi, Curtis | de |
dc.date.accessioned | 2013-08-26T08:22:54Z | |
dc.date.available | 2013-08-26T08:22:54Z | |
dc.date.issued | 2006 | de |
dc.identifier.uri | http://www.ssoar.info/ssoar/handle/document/35324 | |
dc.description.abstract | In spite of the fact that assessment criteria in general proficiency testing (GPT) is an area of extreme importance, being the expression of the underlying general proficiency construct, little has been said in the literature regarding the source of such assessment criteria. Unfortunately, even less has been done towards answering the important question of whether the application of exclusively teacher-based perceptions to GP assessment criteria is sound, given the act that context of use and test interpretation involves the general public. This paper outlines a rater cognition study that explored the GP construct by examining unguided reactions of 2 non-teacher native speakers (NSs) with 2 NS teachers. Notable quantitative and qualitative differences were found. The findings suggest that the construct of GP as
rooted in the perspectives of teachers trained in the use of rating scales has questionable utility to the actual contexts where GP test scores will be interpreted, and where the abilities measured in GP tests will actually be used. | en |
dc.description.tableofcontents | Table of contents
page
List of abbreviations: v
Chapter 1: 1
1.1. Introduction: 1
Chapter 2 : 2
2.1. Authenticity : 2
2.2. Assessment criteria : 3
2.3. Source of assessment criteria : 4
2.4. Source of assessment criteria in current GP frameworks : 6
2.4.1. American Council on the Teaching of Foreign Languages : 6
2.4.2. Common European Framework of Reference for Languages : 8
2.5. Implications : 11
2.6. Rationale for the present study : 13
Chapter 3: 14
3.1. Rationale continued: raters, inter-rater reliability and rater training : 14
3.2. Methodology : 18
3.2.1. Defining the target language use context : 18
3.2.2. Research questions : 19
3.2.3. Data collection : 21
3.2.3.1. Stage 1 : 21
3.2.3.2. Stage 2 : 22
3.3. Coding of verbal protocols : 24
Chapter 4 : 29
4.1. Data analysis : 29
4.1.1. Quantitative differences in individual listener cognitive activity : 29
4.1.2. Qualitative differences in cognitive processes : 35
Chapter 5: Conclusions and recommendations : 42
Appendix A. Elicitation instruments : 44
Appendix B. Speech sample scripts : 45
Appendix C: Listener protocols : 51
Appendix D: Listener verbalisation codes : 76
Appendix E: Listener protocol data : 78
Bibliography : 81 | de |
dc.language | en | de |
dc.subject.ddc | Bildung und Erziehung | de |
dc.subject.ddc | Education | en |
dc.subject.ddc | Literatur, Rhetorik, Literaturwissenschaft | de |
dc.subject.ddc | Literature, rhetoric and criticism | en |
dc.title | Is there a strong match between the construct of general proficiency in the minds of native speaker non-teachers and native speaker teachers? An exploratory study | de |
dc.description.review | nicht begutachtet | de |
dc.description.review | not reviewed | en |
dc.publisher.country | GBR | |
dc.subject.classoz | Berechtigungswesen | de |
dc.subject.classoz | System of Qualification | en |
dc.subject.classoz | Literaturwissenschaft, Sprachwissenschaft, Linguistik | de |
dc.subject.classoz | Science of Literature, Linguistics | en |
dc.subject.thesoz | Eignungstest | de |
dc.subject.thesoz | aptitude test | en |
dc.subject.thesoz | Testauswertung | de |
dc.subject.thesoz | test evaluation | en |
dc.subject.thesoz | Sprachunterricht | de |
dc.subject.thesoz | language instruction | en |
dc.subject.thesoz | Lehrerurteil | de |
dc.subject.thesoz | teacher rating | en |
dc.subject.thesoz | Sprachkenntnisse | de |
dc.subject.thesoz | knowledge of languages | en |
dc.subject.thesoz | Linguistik | de |
dc.subject.thesoz | linguistics | en |
dc.subject.thesoz | Beurteilungskriterium | de |
dc.subject.thesoz | assessment criteria | en |
dc.subject.thesoz | Verhalten | de |
dc.subject.thesoz | behavior | en |
dc.subject.thesoz | Lehrer | de |
dc.subject.thesoz | teacher | en |
dc.subject.thesoz | Muttersprache | de |
dc.subject.thesoz | mother tongue | en |
dc.subject.thesoz | Fremdsprachenunterricht | de |
dc.subject.thesoz | foreign language teaching | en |
dc.subject.thesoz | Fachdidaktik | de |
dc.subject.thesoz | subject didactics | en |
dc.identifier.urn | urn:nbn:de:0168-ssoar-353242 | |
dc.rights.licence | Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung | de |
dc.rights.licence | Creative Commons - Attribution-Noncommercial-No Derivative Works | en |
internal.status | formal und inhaltlich fertig erschlossen | de |
internal.identifier.thesoz | 10036990 | |
internal.identifier.thesoz | 10060171 | |
internal.identifier.thesoz | 10040932 | |
internal.identifier.thesoz | 10050838 | |
internal.identifier.thesoz | 10058829 | |
internal.identifier.thesoz | 10040388 | |
internal.identifier.thesoz | 10039060 | |
internal.identifier.thesoz | 10034530 | |
internal.identifier.thesoz | 10038203 | |
internal.identifier.thesoz | 10052825 | |
internal.identifier.thesoz | 10044331 | |
internal.identifier.thesoz | 10041022 | |
dc.type.stock | monograph | de |
dc.type.document | Magisterarbeit | de |
dc.type.document | M.A. thesis | en |
dc.source.pageinfo | 93 | de |
internal.identifier.classoz | 10612 | |
internal.identifier.classoz | 30200 | |
internal.identifier.document | 19 | |
dc.rights.sherpa | Grüner Verlag | de |
dc.rights.sherpa | Green Publisher | en |
internal.identifier.ddc | 370 | |
internal.identifier.ddc | 800 | |
dc.description.pubstatus | Erstveröffentlichung | de |
dc.description.pubstatus | Primary Publication | en |
internal.identifier.sherpa | 1 | |
internal.identifier.licence | 2 | |
internal.identifier.pubstatus | 5 | |
internal.identifier.review | 3 | |
dc.subject.classhort | 10600 | de |
dc.subject.classhort | 30200 | de |
internal.check.abstractlanguageharmonizer | CERTAIN | |
internal.check.languageharmonizer | CERTAIN_RETAINED | |