Dokument
| Titel: | Testing different text genres in linguistic minority students within the Bremer Förderprojekt: how should “stylistic aspects” be assessed? |
| Autor: | Cantone, Katja, F. |
| Weitere Beteiligte: | Hansmann, Wilfried & Dirks, Una; Zentrum für Lehrerbildung |
| Veröffentlicht: | 2012 |
| URI: | https://archiv.ub.uni-marburg.de/es/2012/0005 |
| DOI: | https://doi.org/10.17192/es2012.0005 |
| DDC: | 400 Sprachwissenschaft, Linguistik |
| Publikationsdatum: | 2012-05-30 |
| Lizenz: | https://rightsstatements.org/vocab/InC-NC/1.0/ |
| Schlagwörter: |
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| diagnostic instrument, individual supporting, literacy-related skills, academic language, Pädagogische Diagnostik |
Summary:
None of the linguistic evaluations currently in use seems appropriate for long-term considerations and for assessing literacy-related skills required in academic contexts.
This article presents a diagnostic instrument which focuses on both the grammatical correctness of written language production and on genre-specific writing styles required in the class-room. The basic goals are (1) to measure the linguistic skills to date and/or learning progress; (2) to state which literacy-related skills students need in order to perform well; (3) to explore how written texts can be measured in a test; and (4) to find out how students can be supported in order to achieve these skills.
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