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Investigating the construct of lexic...

Imao, Yasuhiro.

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Investigating the construct of lexico-grammatical knowledge in an academic ESL writing test.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Investigating the construct of lexico-grammatical knowledge in an academic ESL writing test./
作者:	Imao, Yasuhiro.
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: 1973.
Contained By:	Dissertation Abstracts International72-06A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3450984
ISBN:	9781124558653

Investigating the construct of lexico-grammatical knowledge in an academic ESL writing test.
Imao, Yasuhiro.

Investigating the construct of lexico-grammatical knowledge in an academic ESL writing test. - 145 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: 1973.

Thesis (Ph.D.)--University of California, Los Angeles, 2010.

Grammar has played an important role in language education, and it has been tested in various formats. However, a theoretical framework on which grammatical ability is based did not exist until recently. In addition, lexico-grammar as a construct in performance assessments is often operationalized as impressionistic evaluation of language samples rather than comprehensive analyses of them. Based on the definitions of lexico-grammatical knowledge by Purpura (2004) and Rimmer (2006), this study attempts to model the construct of lexico-grammatical knowledge in an academic ESL writing test. It employs corpus-based analyses of written language samples and examines the relationships between the construct and human ratings of the samples.

ISBN: 9781124558653Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Investigating the construct of lexico-grammatical knowledge in an academic ESL writing test.
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245 1 0 $a Investigating the construct of lexico-grammatical knowledge in an academic ESL writing test.
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500 $a Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: 1973.
500 $a Adviser: Lyle F. Bachman.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2010.
520 $a Grammar has played an important role in language education, and it has been tested in various formats. However, a theoretical framework on which grammatical ability is based did not exist until recently. In addition, lexico-grammar as a construct in performance assessments is often operationalized as impressionistic evaluation of language samples rather than comprehensive analyses of them. Based on the definitions of lexico-grammatical knowledge by Purpura (2004) and Rimmer (2006), this study attempts to model the construct of lexico-grammatical knowledge in an academic ESL writing test. It employs corpus-based analyses of written language samples and examines the relationships between the construct and human ratings of the samples.
520 $a Two hundred writing samples taken from the University of California, Los Angeles (UCLA) English as a Second Language Placement Examination (ESLPE) were analyzed for errors, inappropriate uses, and range of uses, based on past studies of written academic discourse. The three groups of these identified language elements were hypothesized as indicators of three factors (accuracy, appropriateness, and range) in confirmatory factor analysis (CFA). The results showed that the accuracy and the range factors were moderately correlated while the correlations between these two and the appropriateness factor were non-significant, suggesting that accuracy and range may be two components of the same construct, whereas appropriateness might be related but totally a separate construct.
520 $a The relationships between the lexico-grammatical knowledge based on language elements and three sets of human ratings (analytic lexico-grammar, holistic lexico-grammar, and holistic essay quality) were examined by CFA with a structural equation modeling approach. The results revealed that three factors not only had effects on associated analytic ratings, but also on other ratings, suggesting that raters may not have been able to clearly differentiate three constructs, leading to high correlations among scores in analytic ratings. It was also found that the effects of the three dimensions of lexico-grammatical knowledge on human ratings varied in terms of strengths of the three dimensions as well as proportions to the scores. These findings suggest that while human raters may be able to differentiate lexico-grammatical ability from other aspects of academic writing, they may have difficulty in considering all three dimensions of lexico-grammatical ability when rating with a holistic lexico-grammar scale.
520 $a The results of this study indicate that lexico-grammatical knowledge may be measured by language elements in written samples to a certain extent. It also indicates that analytic and holistic human ratings of the lexico-grammatical knowledge may not be guaranteed to measure the same construct even if rubrics are designed to cover the same construct.
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