Fixed Expressions in Written Texts: Implications for Assessing Writing Sophistication.

Autor/in	Aghbar, Ali-Asghar
Titel	Fixed Expressions in Written Texts: Implications for Assessing Writing Sophistication.
Quelle	(1990), (9 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; College Faculty; College Students; English (Second Language); Evaluation Criteria; Higher Education; Idioms; Language Patterns; Language Proficiency; Language Tests; Proverbs; Second Language Instruction; Test Construction; Writing Evaluation + Suchen Sie Ihr Suchwort? Fakultät; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Idiomatik; Sprachmodell; Sprachstruktur; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Sprichwort; Fremdsprachenunterricht; Testaufbau
Abstract	A writing test was developed with validation based on the assumption that the use of formulaic language is an important aspect of language proficiency and should be considered in assessing native and non-native English proficiency. Formulaic language is defined as language chunks learned and used together (e.g., "false sense of security"), including idioms, proverbs, common sayings, collocations, and short-set and long-set expressions. The test consisted of 50 sentences, each containing one formulaic verb-and-noun expression. In each expression, the verb was missing, and examinees were required to supply the verb most likely to be used in a formal written context. Participants included 27 university teachers of English, 44 American sophomore and junior university students, and 97 entering university students of advanced English as a Second Language (ESL). As expected, faculty provided the most appropriate responses and did so the most frequently. The American students provided common responses but showed less familiarity with the more formal combinations, and ESL students provided the least common and least appropriate responses. It was concluded that a test with rarer and more formal items from written discourse is likely to show greater difference among native speakers. Full response tabulations from the five test items are presented. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01