Towards a Vygotskyan model of writing assessment
<p>This article challenges a widely current model of second language writing assessment which focuses on language errors. A significant sample of the examination writing of matriculants from the then (1991) Department of Education and Training in the Cape Town area is assessed using elements o...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Afrikaans |
| Published: |
Stellenbosch University
2013-02-01
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| Series: | Per Linguam : A Journal of Language Learning |
| Online Access: | http://perlinguam.journals.ac.za/pub/article/view/204 |
| _version_ | 1819225213035872256 |
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| author | L.P.D. Faragher C.A. Puhl J.J. Swartz |
| author_facet | L.P.D. Faragher C.A. Puhl J.J. Swartz |
| author_sort | L.P.D. Faragher |
| collection | DOAJ |
| description | <p>This article challenges a widely current model of second language writing assessment which focuses on language errors. A significant sample of the examination writing of matriculants from the then (1991) Department of Education and Training in the Cape Town area is assessed using elements of a Vygotskyan approach. Rather than focusing on surface errors, the analysis explores some of the conceptual and communicative processes involved, using three tools: word count, analysis of metaphors, and exploration of idiosyncratic expressions. This preliminary investigation describes underlying aspects of language proficiency in the group studied, and suggests areas to be clarified in developing a new approach to proficiency assessment.</p><p>In hierdie artikel word 'n model om geskrewe tweede taal te evalueer wat tans wyd in gebruik is, aangespreek. 'n Beduidende monster van die geskrewe eksamens van die 1991-matrikulante van die voormalige Departement van Onderwys en Opleiding in die Kaapstadgebied is volgens elemente van die Vygotskyaanse benadering geevalueer. Die fokus is nie op oppervlaktefoute nie, maar op sommige van die konseptuele en kommunikatiewe prosesse wat betrokke is. Drie instrumente word gebruik, nl. woordtelling, analise van metafore en die eksplorasie van idiosinkratiese uitdrukkings. Hierdie voorlopige ondersoek beskryf die onderliggende aspekte van die studiegroep se taalvaardighede en maar voorstel/e oor areas wat uitgeklaar sal moet word in die ontwikkeling van 'n nuwe benadering tot vaardigheidsevaluasie.</p> |
| first_indexed | 2024-12-23T10:06:01Z |
| format | Article |
| id | doaj.art-2bf0b3a63d874b7eafe6e494d21a26f4 |
| institution | Directory Open Access Journal |
| issn | 0259-2312 2224-0012 |
| language | Afrikaans |
| last_indexed | 2024-12-23T10:06:01Z |
| publishDate | 2013-02-01 |
| publisher | Stellenbosch University |
| record_format | Article |
| series | Per Linguam : A Journal of Language Learning |
| spelling | doaj.art-2bf0b3a63d874b7eafe6e494d21a26f42022-12-21T17:51:05ZafrStellenbosch UniversityPer Linguam : A Journal of Language Learning0259-23122224-00122013-02-0112210.5785/12-2-204Towards a Vygotskyan model of writing assessmentL.P.D. FaragherC.A. PuhlJ.J. Swartz<p>This article challenges a widely current model of second language writing assessment which focuses on language errors. A significant sample of the examination writing of matriculants from the then (1991) Department of Education and Training in the Cape Town area is assessed using elements of a Vygotskyan approach. Rather than focusing on surface errors, the analysis explores some of the conceptual and communicative processes involved, using three tools: word count, analysis of metaphors, and exploration of idiosyncratic expressions. This preliminary investigation describes underlying aspects of language proficiency in the group studied, and suggests areas to be clarified in developing a new approach to proficiency assessment.</p><p>In hierdie artikel word 'n model om geskrewe tweede taal te evalueer wat tans wyd in gebruik is, aangespreek. 'n Beduidende monster van die geskrewe eksamens van die 1991-matrikulante van die voormalige Departement van Onderwys en Opleiding in die Kaapstadgebied is volgens elemente van die Vygotskyaanse benadering geevalueer. Die fokus is nie op oppervlaktefoute nie, maar op sommige van die konseptuele en kommunikatiewe prosesse wat betrokke is. Drie instrumente word gebruik, nl. woordtelling, analise van metafore en die eksplorasie van idiosinkratiese uitdrukkings. Hierdie voorlopige ondersoek beskryf die onderliggende aspekte van die studiegroep se taalvaardighede en maar voorstel/e oor areas wat uitgeklaar sal moet word in die ontwikkeling van 'n nuwe benadering tot vaardigheidsevaluasie.</p>http://perlinguam.journals.ac.za/pub/article/view/204 |
| spellingShingle | L.P.D. Faragher C.A. Puhl J.J. Swartz Towards a Vygotskyan model of writing assessment Per Linguam : A Journal of Language Learning |
| title | Towards a Vygotskyan model of writing assessment |
| title_full | Towards a Vygotskyan model of writing assessment |
| title_fullStr | Towards a Vygotskyan model of writing assessment |
| title_full_unstemmed | Towards a Vygotskyan model of writing assessment |
| title_short | Towards a Vygotskyan model of writing assessment |
| title_sort | towards a vygotskyan model of writing assessment |
| url | http://perlinguam.journals.ac.za/pub/article/view/204 |
| work_keys_str_mv | AT lpdfaragher towardsavygotskyanmodelofwritingassessment AT capuhl towardsavygotskyanmodelofwritingassessment AT jjswartz towardsavygotskyanmodelofwritingassessment |