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A renewed curiosity in grammar, from pedagogical and study views, has created the necessity for brand spanking new methods to assessing the grammatical skill of language beginners. This e-book offers a entire framework of moment language grammatical wisdom and makes use of this as a base to assist readers create their very own evaluation instruments to check scholars' grammar.
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Extra info for Assessing Grammar (Cambridge Language Assessment)
Wh-fronting and do-fronting Go there? You like it? Where you are going? Do you like it there? Where is the salt? The salt is it on the stove? What do you want? What is he making? What can he do? It’s late, isn’t it? Can’t you go? Do you know what time it is? 4. Pseudo inversion 5. Do-second: Inversion with do in wh-questions Aux-second: Inversion with other auxiliaries in wh-questions 6. Tag questions, negative questions and embedded questions If grammatical assessment tasks could be constructed with developmental proﬁciency levels in mind, then the scores from these tests could have been used not only to infer grammatical accuracy, as we have always done, but also to make inferences about the underlying acquisitional development of the L2 learners.
However, had the person’s utterance (‘I’ll be there at eight’) been made in reference to a dinner in Spain, where it is not uncommon to invite friends to your house at 10 pm, this same message could have assumed a very diﬀerent set of meanings. For example, his or her response could have been intended as: ‘I’ll be there early to help you prepare things’ – an oﬀer of help. In this context, a whole new layer of sociocultural or interpersonal meanings might be encoded in the linguistic forms – something that speech act theory does not account for per se.
They also found that on a pre-test, all students produced interrogatives at stages one and two, and most also produced them at stage three or more. On the post- and follow-up tests, the comparison group performed as well or even better in terms of developmental progression. In sum, the provision of scores that reﬂect both target-like and developmental norms are likely to give a much more complete picture of the students’ grammatical knowledge with regard to a single grammatical feature, the interrogatives.