Publikationsserver
Testing different text genres in linguistic minority students within the Bremer Förderprojekt: how should “stylistic aspects” be assessed?
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 productio...
保存先:
| 出版年: | Professionalisierung und Diagnosekompetenz (Band V.6) |
|---|---|
| 第一著者: | |
| 団体著者: | |
| その他の著者: | |
| フォーマット: | Kapitel |
| 言語: | 英語 |
| 出版事項: |
Philipps-Universität Marburg
2012
|
| 主題: | |
| オンライン･アクセス: | PDFフルテキスト |
| タグ: |
タグ追加
タグなし, このレコードへの初めてのタグを付けませんか!
|
| 要約: | 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. |
|---|---|
| DOI: | 10.17192/es2012.0005 |