Assessing Proficiency Through an Analysis of L2 Learner Speech.

Autor/in	Larsen-Freeman, Diane
Titel	Assessing Proficiency Through an Analysis of L2 Learner Speech.
Quelle	(1978), (16 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Communicative Competence (Languages); Error Analysis (Language); Error Patterns; Interlanguage; Language Patterns; Language Proficiency; Language Research; Language Skills; Language Tests; Measurement; Predictive Measurement; Second Language Learning; Speech Communication; Speech Skills; Syntax + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Error analysis; Language; Fehleranalyse; Fehlertyp; Zielsprache; Sprachmodell; Sprachstruktur; Language skill; Language skills; Sprachkompetenz; Sprachforschung; Language test; Sprachtest; Messverfahren; Zweitsprachenerwerb; Mündliche Leistung; Sprachfertigkeit
Abstract	The need for an index of development by which second language proficiency could be expediently and reliably guaged has been acknowledged by both second language (L2) teachers and researchers. In two previous L2 studies, the search for an index of development centered on an examination of learner written performance. In an attempt to construct an index of development that is valid regardless of performance modality, the study reported here was initiated for the purpose of analyzing features of learner speech. Twenty-five learners of English as a Second Language (ESL), comprising different L1 backgrounds and five levels of proficiency, were asked to perform four speech tasks. Their responses were recorded and transcribed. The data analysis showed that the average length of error-free T-units appeared to discriminate among learners of differing proficiencies. It is hoped that findings from both phases will eventually provide researchers and teachers with an effective tool by which to assess the progress of a second language learner's development. (Author/AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01