Phraseological Competence: A Missing Component in University Entrance Language Tests? Insights from a Study of EFL Learners' Use of Statistical Collocations

Autor/in	Paquot, Magali
Titel	Phraseological Competence: A Missing Component in University Entrance Language Tests? Insights from a Study of EFL Learners' Use of Statistical Collocations
Quelle	In: Language Assessment Quarterly, 15 (2018) 1, S.29-43 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paquot, Magali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2017.1405421
Schlagwörter	Phrase Structure; Correlation; Syntax; College Entrance Examinations; Construct Validity; Language Tests; Second Language Learning; Second Language Instruction; Language Proficiency; Computational Linguistics; Scoring Rubrics; Evaluators; Guidelines; Student Mobility; International Cooperation; Educational Cooperation; Role; International Organizations; Foreign Countries; Writing Evaluation; Higher Education; Indo European Languages; English for Special Purposes; English (Second Language); Graduate Students; Statistical Analysis; Belgium + Suchen Sie Ihr Suchwort? Phrasenstruktur; Korrelation; Aufnahmeprüfung; Language test; Sprachtest; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Linguistics; Computerlinguistik; Scoring formulas; Auswertungsbogen; Richtlinien; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Rollen; International organisation; International organisations; International organization; Internationale Organisation; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Statistische Analyse; Belgien
Abstract	The main objective of this article is to demonstrate with the help of learner corpus data the practical relevance of the phraseological dimension of language for writing assessment in higher education. Phraseological competence is now widely recognized as an important part of fluent and idiomatic language use, but its development has not received the attention it deserves in the CEFR. The study investigates the development of linguistic correlates of syntactic, lexical, and phraseological complexity in learner texts at B2, C1, and C2 and shows that while no measure of syntactic or lexical complexity seems to have an impact on human raters' overall judgement of writing quality, two measures of phraseological complexity explain 25% of the variance in the data set. Results suggest that incorporating phraseological competence into the scoring rubrics of university entrance language tests would help language test developers add construct validity to language assessment in higher education. More generally, this study also shows the crucial role that Language for Specific Purposes learner corpora could play in language assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01