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Test-taking as problem-solving in se...

Howard, Diane.

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Test-taking as problem-solving in second language learners: A developmental approach.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Test-taking as problem-solving in second language learners: A developmental approach./
作者:	Howard, Diane.
面頁冊數:	287 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1147.
Contained By:	Dissertation Abstracts International53-04A.
標題:	Modern language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9223658

Test-taking as problem-solving in second language learners: A developmental approach.
Howard, Diane.

Test-taking as problem-solving in second language learners: A developmental approach. - 287 p.

Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1147.

Thesis (Ph.D.)--University of Delaware, 1991.

One of the primary concerns of evaluation in language testing is the investigation of what the test really measures--construct validity. Construct validity can not be determined until more is known about the strategies and processes employed by the learner when performing a specific task such as taking an exam. In order to examine these processes, researchers need an adequate theory and an appropriate method, both of which are lacking in the field of language testing at present. This study employs two methods: the introspective paradigm which is a research method accepted by some as providing adequate insight into cognitive processes, and the interactive paradigm which is a new research method. The interactive paradigm is based on Vygotskian Psycholinguistic Theory and entails a developmental approach that looks upon subjects as human beings capable of change and development as opposed to fixed objects. These theoretical claims force the researcher to take into account data largely ignored in second language studies.Subjects--Topical Terms:

3174390
Modern language.

Test-taking as problem-solving in second language learners: A developmental approach.
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245 1 0 $a Test-taking as problem-solving in second language learners: A developmental approach.
300 $a 287 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1147.
500 $a Professor in charge: Angela Labarca.
502 $a Thesis (Ph.D.)--University of Delaware, 1991.
520 $a One of the primary concerns of evaluation in language testing is the investigation of what the test really measures--construct validity. Construct validity can not be determined until more is known about the strategies and processes employed by the learner when performing a specific task such as taking an exam. In order to examine these processes, researchers need an adequate theory and an appropriate method, both of which are lacking in the field of language testing at present. This study employs two methods: the introspective paradigm which is a research method accepted by some as providing adequate insight into cognitive processes, and the interactive paradigm which is a new research method. The interactive paradigm is based on Vygotskian Psycholinguistic Theory and entails a developmental approach that looks upon subjects as human beings capable of change and development as opposed to fixed objects. These theoretical claims force the researcher to take into account data largely ignored in second language studies.
520 $a The study involves three groups of subjects learning German at the beginning, intermediate, and advanced levels. Each subject completes a cloze and a C-test working alone, and then the same tasks as part of a group. During the tests where the subjects work alone, they are asked to think aloud, which is part of the introspective method. In the group setting, subjects are simply instructed to solve the test together because group activity is central to the interactive paradigm. Analysis of subjects' protocols for the various levels reveals that subjects employ the same strategies on all levels when completing a task. However, some strategies are employed more frequently on one level than on another. The strategies used on an individual level are also seen on the group level; however, they are more extensive on the group level. These differences must be considered when analyzing the internal processes of learners solving tasks.
520 $a This study proposes a method for analyzing testing problems within a theoretical framework that has the explanatory power to deal with the entire testing situation, and which views the subject as a human being--not as an information-processing machine. The interactive paradigm is a valuable research tool that can reveal much additional insight into the cognitive processes used by subjects in problem-solving tasks.
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