Testing Lexicogrammar

Table Of Contents

• Cover
• Title
• Copyright
• About the author
• About the book
• This eBook can be cited
• Abstract
• Acknowledgements
• Contents
• List of abbreviations
• List of figures
• List of tables
• 1. Introduction
• 1.1 Research context
• 1.2 Rationale for the study
• 1.3 Organisation of this book
• 2. Literature review
• 2.1 Validity and validation in language testing
• 2.1.1 Test validation frameworks
• The argument-based approach
• The assessment utilization argument
• The socio-cognitive framework
• 2.2 Perspectives on (lexico)grammar
• 2.2.1 From a form-based to a communication-based view
• 2.2.2 Purpura’s (2004) model of grammar
• 2.2.3 The interrelationship between lexis and grammar
• 2.2.4 Grammar and lexis in the CEFR
• 2.3 Assessing (lexico)grammar
• 2.3.1 Item types
• 2.3.2 Gap-fill tests
• 2.3.3 Multiple-choice gap-fill
• 2.3.4 Banked gap-fill
• 2.3.5 Word formation gap-fill
• 2.3.6 Editing
• 2.4 Research questions
• 2.5 Chapter summary
• 3. Methodology
• 3.1 Introduction
• 3.2 Overview of the test design cycle of the Austrian secondary school-leaving examination for foreign languages
• 3.3 Item types and test tasks under investigation
• 3.4 Research design
• 3.4.1 Ethics
• 3.5 Strand 1: Expert judgements
• 3.5.1 The use of expert judgements
• 3.5.2 Pilot study 1: Piloting the language in use construct grid
• 3.5.3 Main Study 1: Using expert judgements to inform the construct
• 3.6 Strand 2: Test-takers’ intro- and retrospection
• 3.6.1 The use of introspective methods
• 3.6.2 Pilot Study 2: Using think-aloud protocols and retrospective interviews to inform the construct
• 3.6.3 Reading comprehension
• 3.6.4 Conclusion and implications for subsequent studies
• 3.6.5 Pilot Study 3: Piloting the Skills Questionnaire
• 3.6.6 Main Study 2: Using the Skills Questionnaire to inform the construct
• 3.7 Chapter summary
• 4. Results
• 4.1 Using expert judgements to inform the construct (Main Study 1)
• 4.1.1 Results informing the construct of the four item types
• 4.1.2 Inter-judge reliability
• 4.1.3 Findings from the feedback questionnaire
• 4.2 Using the Skills Questionnaire to inform the construct (Main Study 2)
• 4.2.1 Anchor items
• 4.2.2 Results from test performance data
• 4.2.3 Results from the Skills Questionnaire
• 4.2.4 Results from the feedback questionnaire
• 4.3 Chapter summary
• 4.3.1 Aspects of lexicogrammar tested in the different item types
• 4.3.2 Differences and similarities between the item types
• 4.3.3 Extent of reading comprehension required to answer test items correctly
• 5. Discussion
• 5.1 Introduction
• 5.2 Aspects of lexicogrammar that are tested by the items in the language in use tasks (RQ1)
• 5.3 Differences and commonalities in the aspects of lexicogrammar assessed by the different item types (RQ2)
• 5.3.1 Multiple-choice gap-fill
• 5.3.2 Banked gap-fill
• 5.3.3 Editing
• 5.3.4 Word formation gap-fill
• 5.4 The amount of reading comprehension that is necessary to answer the test items correctly (RQ3)
• 5.4.1 Multiple-choice gap-fill
• 5.4.2 Banked gap-fill
• 5.4.3 Editing
• 5.4.4 Word formation gap-fill
• 5.5 Answering the overarching research question
• 6. Conclusion
• 6.1 Introduction
• 6.2 Summary of the main findings
• 6.3 Contributions of this study
• 6.3.1 Theoretical contributions
• 6.3.2 Methodological contributions
• 6.4 Implications of this study
• 6.5 Limitations
• 6.6 Suggestions for further research
• References
• Appendices
• Series Index