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Developing Theory-Based Diagnostic Tests of English Grammar: Application of Processability Theory
DC Field | Value | Language |
---|---|---|
dc.contributor.advisor | Yong-Won Lee | - |
dc.contributor.author | 허쉬로잘리 | - |
dc.date.accessioned | 2017-07-19T09:44:06Z | - |
dc.date.available | 2017-07-19T09:44:06Z | - |
dc.date.issued | 2014-02 | - |
dc.identifier.other | 000000018571 | - |
dc.identifier.uri | https://hdl.handle.net/10371/131898 | - |
dc.description | 학위논문 (석사)-- 서울대학교 대학원 : 영어영문학과, 2014. 2. 이용원. | - |
dc.description.abstract | An important consideration for developing diagnostic language tests is whether these should follow a particular course of study, or whether students and teachers are better served with theory-based tests. One particular grammar-acquisition theory that has garnered recent attention from language testers and SLA researchers is Manfred Pienemanns (1989) Processability Theory (PT). The Rapid Profile diagnostic test has already been developed based on this theory, and is currently in use | - |
dc.description.abstract | one substantial limitation of this test, however, is that it is a speaking test, and therefore difficult to administer in foreign countries. Furthermore, this type of testing requires language testers with either native or native-like proficiency, which may be restrictive in countries such as Korea, China, and Japan.
Researchers have developed other tests with different task types using PT. These tend to be productive tasks | - |
dc.description.abstract | however, two notable exceptions are those developed in Norris (2005) and Chapelle et al. (2010). Those studies employed PT to develop university-level placement tests appropriate for computer-based testing, with task types that attempt to imitate production (writing). These tasks can be fine-grained and allow for more control over the contexts that students are given, which well suits PT, and may be more accessible for foreign English language teachers in situations where there are few native English speakers. On the other hand, there are limitations | - |
dc.description.abstract | the test items may not test what they purport to, which leads to a false positive, indicating full acquisition on a grammar point not yet acquired. Another possibility is that the contexts are insufficient to show acquisition for another reason, such as topic unfamiliarity | - |
dc.description.abstract | in that case, the test would show a false negative, suggesting no acquisition when a grammar point has, indeed, been acquired.
The test developed for this study incorporates both types of tasks described above: writing and blended. The writing task is a story-telling task based on six pictures, designed to elicit the same types of grammar tested on the second half of the test. The grammar points are similar to those tested in Chapelle et al. (2010), with the exception that there are fewer, which accommodates context requirements while keeping the test at a reasonable length. The test was piloted twice to junior high school students from Korea, and adjustments were made before the final test was developed. This test was given to 200 Korean junior high school students. Students and teachers also received diagnostic feedback based on the test results. Qualitative and quantitative analyses were done on the results to analyze similarities and differences between the two task types and diagnostic information they offered. The results suggested that the two task types performed similarly, in that they both showed implicational hierarchies comparable to those proposed in PT, but the blended-type tasks showed a tendency toward being less productive. Implications for diagnostic test designs are discussed. | - |
dc.description.tableofcontents | Abstract i
Table of Contents iii List of Tables ⅴ List of Figures ⅴ Chapter 1. Introduction 1 1.1 Background and Motivation 1 1.2 Research Questions 8 1.3 Organization of the Thesis 9 Chapter 2. Literature Review 10 2.1 Processability Theory 10 2.1.1 Levelts (1989) Speaking Model 11 2.1.2 Lexical Functional Grammar 15 2.1.3 Processability Theorys Implicational Hierarchy for English 19 2.1.4 Tools for Measurement in Processability Theory 24 2.1.5 Learner Variation and Errors 27 2.2 Characteristics of Diagnostic Language Tests 29 2.2.1 Conceptual Basis for Diagnostic Tests 30 2.2.2 Focus on Errors 31 2.2.3 Feedback 37 2.2.4 Diagnostic Test Characteristics 39 2.2.5 Construct 43 2.2.6 Quantitative and Qualitative Methods 45 2.3 Designing PT Task Types 47 Chapter 3. Method 52 3.1 Participants 52 3.2 Instruments 54 3.2.1 Choosing the Grammar 54 3.2.2 Grammar Task and Test Design 57 3.2.3 Writing Task Design 60 3.2.4 Feedback 61 3.3 Data Collection Procedures 61 3.4 Scoring 62 3.5 Data Analyses 64 Chapter 4. Results 68 4.1 Descriptive Statistics for Grammar and Writing Tests 68 4.2 Reliability Statistics for Grammar and Writing Tests 70 4.3 Performance of Items 71 4.4 Comparison of Subsections, Total Score, and External Measure 74 4.5 Responses to Questionnaires and Interviews 76 4.6 Assessing the Implicational Hierarchies 77 Chapter 5. Discussion 84 5.1 Research Question 1 84 5.2 Research Question 2 88 5.3 Research Question 3 93 5.4 Research Question 4 96 5.5 Research Question 5 100 Chapter 6. Conclusions and Future Research 106 6.1 Evaluating the Instrument 106 6.2 Evaluating Processability Theory 109 References 113 Appendices 122 국문초록 137 | - |
dc.format | application/pdf | - |
dc.format.extent | 2566759 bytes | - |
dc.format.medium | application/pdf | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 대학원 | - |
dc.subject | Diagnostic Language Assessment | - |
dc.subject | Processability Theory | - |
dc.subject | PT | - |
dc.subject | Writing Assessment | - |
dc.subject | Productive Skills | - |
dc.subject | Productive Tasks | - |
dc.subject | Placement Tests | - |
dc.subject.ddc | 820 | - |
dc.title | Developing Theory-Based Diagnostic Tests of English Grammar: Application of Processability Theory | - |
dc.type | Thesis | - |
dc.description.degree | Master | - |
dc.citation.pages | 146 | - |
dc.contributor.affiliation | 인문대학 영어영문학과 | - |
dc.date.awarded | 2014-02 | - |
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