Generalizability of CEFR Criterial Grammatical Features in a Korean EFL Corpus across A1, A2, B1, and B2 Levels

Autor/in	Kim, Susie
Titel	Generalizability of CEFR Criterial Grammatical Features in a Korean EFL Corpus across A1, A2, B1, and B2 Levels
Quelle	In: Language Assessment Quarterly, 18 (2021) 3, S.273-295 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2020.1855647
Schlagwörter	Guidelines; Rating Scales; Second Language Learning; Second Language Instruction; English (Second Language); Korean; Native Language; Profiles; Language Proficiency; Computational Linguistics; Essays; College Students; Writing Evaluation; Evaluation Criteria; Language Tests; Interference (Language); Foreign Countries; Student Placement; Grammar; Reliability; South Korea + Suchen Sie Ihr Suchwort? Richtlinien; Rating-Skala; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Koreanisch; Charakterisierung; Profilanalyse; Language skill; Language skills; Sprachkompetenz; Linguistics; Computerlinguistik; Essay; Aufsatzunterricht; Collegestudent; Language test; Sprachtest; Ausland; Schülerpraktikum; Grammatik; Reliabilität; Korea; Republik
Abstract	Recent research conducted as part of the English Profile identified grammatical criterial features that are characteristic of each Common European Framework of Reference (CEFR) proficiency level. The extent to which these criterial features attest in English learners of various first language backgrounds call for an empirical examination. In this study, I investigated the use of the criterial features drawing upon a Korean EFL corpus. Data consisted of 6,486 essays produced by 3,243 Korean college students from A1 to B2 CEFR proficiency levels. I examined how 35 criterial features which pertain to levels A2, B1, and B2 attested in this corpus. Overall, although more frequent and wide use of the features was observed as proficiency level advanced, the features occurred in low frequencies. I also found some misalignments between the criterial level of the features and learner proficiency. I discuss the potential influence of first language, test and task type, and rating on the findings of this study. Moreover, I raise the need to reconsider the criteriality of the identified features depending on the context when adopting and applying them in local assessment contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01