Pragmatic outcomes in the English-medium instruction context

Herraiz-Martínez, Ana; Soler, Eva Alcón

doi:10.1075/ap.00004.her

Cited by 2 publications

(3 citation statements)

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“…Therefore, in language assessment, we should consider both the CAF and FA dimension, extending CAF to CAFFA (see also Pallotti, this issue; González-Lloret, this issue). Alongside studies on the development of FA in relation to CAF, task type and language proficiency (Strobl & Baten, this issue; Ekiert et al, 2018, this issue;Herraiz Martínez, 2018;Herraiz Martínez & Alcón Soler, 2019;Nuzzo & Bove, 2020;Révész et al, 2016), further research in this intriguing research area is essential.…”

Section: Discussionmentioning

confidence: 99%

“…A second theoretical underpinning of our research is the necessity to assess FA as a separate dimension from CAF (Pallotti, 2009). Thus far, few studies have investigated the relationship between CAF and FA in L2 performance, or between the growth of both dimensions (however, see Herraiz Martínez, 2018;Herraiz Martínez & Alcón Soler, 2019;Nuzzo & Bove, 2020;Révész et al, 2016;Strobl & Baten, this issue). Up until now, little is known about the specific linguistic features that contribute to the development of functionally adequate and appropriate speech, or about the relationship between CAF and FA for oral output.…”

Section: Complexity Accuracy and Fluency Vs Functional Adequacymentioning

confidence: 99%

“…Several studies have looked at the relationship of FA with CAF, task type, and language proficiency. The impact of language proficiency on FA was investigated by Herraiz Martínez (2018) andHerraiz Martínez andAlcón Soler (2019). In a pretest-posttest-delayed posttest design, comprising one academic year, 102 Spanish/Catalan learners of English L2 were asked to write motivation letters in order to be admitted to university.…”

Section: Relationship With Caf Task Type and Language Proficiencymentioning

confidence: 99%

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Measurement of functional adequacy in different learning contexts

Kuiken

Vedder

2022

TASK

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Linguistic performance elicited by language tasks has generally been operationalized in terms of complexity, accuracy, and fluency (CAF). However, this study argues that assessment of L2 proficiency is impossible without taking into account the adequacy and efficacy of L2 performance. To that end, we developed a rating scale for measuring functional adequacy (FA). In order to investigate the validity, reliability, and applicability of the rating scale, a number of studies are reviewed in which FA was assessed by both expert and non-expert raters, in different learning contexts, for L2 and L1, involving various source and target languages, proficiency levels, task types and modalities. We discuss perspectives and challenges for the use of the FA rating scale, particularly with regard to task-based language assessment (TBLA).

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Section: Discussionmentioning

confidence: 99%

Section: Complexity Accuracy and Fluency Vs Functional Adequacymentioning

confidence: 99%

Section: Relationship With Caf Task Type and Language Proficiencymentioning

confidence: 99%

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Measurement of functional adequacy in different learning contexts

Kuiken

Vedder

2022

TASK

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Speaking

Kuiken

Vedder

2022

Research Methods in Applied Linguistics

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This chapter focuses on the assessment of oral performance in a second language (L2), viewed from the perspective of task-based language assessment and instructed second language acquisition. The notion of L2 proficiency, as presented in the Common European Framework of References (Council of Europe, 2001), rests on two pillars that have to be taken into account when measuring L2 speaking: (1) the linguistic dimension, referring to the complexity, accuracy, and fluency (CAF) of the speaker’s utterances; and (2) the communicative dimension, concerning the appropriateness and effectiveness of the message to be conveyed, labeled functional adequacy (FA). Whereas the majority of studies on the assessment of learner performance have focused on CAF, little attention has been devoted to the functional aspects of L2 performance. The rationale underlying the present chapter is that assessing L2 speaking is impossible without considering both CAF and FA (henceforth, CAFFA) and the mutual relationship between the two constructs. It is argued that L2 speaking should not only be assessed by measures along the CAF-triad but also in terms of FA. The chapter discusses the theoretical underpinnings and applicability of a rating scale for FA (Kuiken & Vedder, 2017, 2018).

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Pragmatic outcomes in the English-medium instruction context

Cited by 2 publications

References 23 publications

Measurement of functional adequacy in different learning contexts

Measurement of functional adequacy in different learning contexts

Speaking

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