Izvorni znanstveni članak
Theoretical framework for placement testing of Croatian as L2
Lidija Cvikić
; Zagreb
Marija Bošnjak
; Zagreb
Sažetak
Reliability and validity are
important for any placement test, but it is more important in some cases
when it is crucial to place students in appropriate classes at the
university or other educational program. Such is the case in short term
intensive language courses, since misplacement could cause students to
spend a considerable part of the language course in an inappropriate
group. According to the various criteria, language placement tests can
be syllabus or proficiency oriented, norm-referenced or
criterion-referenced, discrete point tests or integrated tests, etc.\\
This paper deals with one type of placement test for Croatian as L2. The
type of course (short intensive language course), the learner's first
language, their experience with formal instruction in Croatian as L2, as
well as their number and level of Croatian knowledge influences test
design and it's type. The discussed test is a syllabus oriented,
multilevel and discrete point test. It is used for assessing the
students' grammar competence, vocabulary, syntactic structures and their
writing skills. In the paper special emphasis is put on the importance
and place of grammar in modern language curricula and language testing.
It is also shown how the proposed test discriminates between language
learners at different level of Croatian language knowledge on the bases
of three language features: cases, present tense and prepositions. The
verbal-case agreement (for instrumental case) and two verb classes (ati
-im, ati -em) discriminate between low and high beginners, as the less
frequent prepositions (za $+$ G, uz $+$ A) discriminate between high
beginners and intermediate level.
Ključne riječi
placement tests; grammar; Croatian as L2; language assessment
Hrčak ID:
34720
URI
Datum izdavanja:
30.12.2008.
Posjeta: 2.295 *