Publikationsserver der Universitätsbibliothek Marburg

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: Zentrum für Lehrerbildung; Hansmann, Wilfried & Dirks, Una
Veröffentlicht:2012
URI:https://archiv.ub.uni-marburg.de/es/2012/0005
DOI: https://doi.org/10.17192/es2012.0005
URN: urn:nbn:de:hebis:04-es2012-00059
DDC:400 Sprachwissenschaft, Linguistik
Publikationsdatum:2012-05-30
Lizenz:https://rightsstatements.org/vocab/InC-NC/1.0/

Dokument

Schlagwörter:
diagnostic instrument, individual supporting, academic language, literacy-related skills, 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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