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SLA developmental stages and teachers’ assessment of written French: Exploring Direkt Profil as a diagnostic assessment tool

Granfeldt, Jonas LU and Ågren, Malin LU (2014) In Language Testing 31(3). p.285-305
Abstract
One of the core areas for research in SLA is the identification and definition of developmental stages in different L2s. For French, Bartning and Schlyter (2004) presented a model of six morphosyntactic stages of development, which was later implemented in the computer program Direkt Profil (Granfeldt et al. 2006). Despite the potential importance of such results, research on developmental stages has so far had limited impact on language assessment (Brindley, 1998; Purpura, 2004) and many questions concerning the applicability of profile analyses for pedagogical purposes remain. The aim of the present study was therefore to compare Direkt Profil’s automated profile analysis with the assessment of trained language teachers. In particular,... (More)
One of the core areas for research in SLA is the identification and definition of developmental stages in different L2s. For French, Bartning and Schlyter (2004) presented a model of six morphosyntactic stages of development, which was later implemented in the computer program Direkt Profil (Granfeldt et al. 2006). Despite the potential importance of such results, research on developmental stages has so far had limited impact on language assessment (Brindley, 1998; Purpura, 2004) and many questions concerning the applicability of profile analyses for pedagogical purposes remain. The aim of the present study was therefore to compare Direkt Profil’s automated profile analysis with the assessment of trained language teachers. In particular, we wanted to investigate the correlation between these two types of language assessment.

This issue was researched on the CEFLE corpus of written L2 French (Ågren, 2008). The texts were classified for developmental stage by the computer program Direkt Profil. Furthermore, seven experienced language teachers of French assessed the same texts. Inter-rater agreement and correlations between the teachers’ assessments and the Direkt Profil output were computed. The results indicated high degrees of correlation and showed that the analysis of developmental stage by Direkt Profil could explain 73% of the variance in the teachers’ mean assessments (r2 = 0.735). (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
French, Direkt Profil, Developmental sequences, Assessment, Language proficiency
categories
Higher Education
in
Language Testing
volume
31
issue
3
pages
285 - 305
publisher
SAGE Publications Inc.
external identifiers
  • wos:000337571100002
  • scopus:84902195487
ISSN
1477-0946
DOI
10.1177/0265532214526178
project
Direkt Profil
language
English
LU publication?
yes
id
24023413-988c-4f1a-9b0f-de24c5844735 (old id 3168543)
date added to LUP
2012-11-16 11:13:10
date last changed
2017-05-28 03:14:33
@article{24023413-988c-4f1a-9b0f-de24c5844735,
  abstract     = {One of the core areas for research in SLA is the identification and definition of developmental stages in different L2s. For French, Bartning and Schlyter (2004) presented a model of six morphosyntactic stages of development, which was later implemented in the computer program Direkt Profil (Granfeldt et al. 2006). Despite the potential importance of such results, research on developmental stages has so far had limited impact on language assessment (Brindley, 1998; Purpura, 2004) and many questions concerning the applicability of profile analyses for pedagogical purposes remain. The aim of the present study was therefore to compare Direkt Profil’s automated profile analysis with the assessment of trained language teachers. In particular, we wanted to investigate the correlation between these two types of language assessment. <br/><br>
This issue was researched on the CEFLE corpus of written L2 French (Ågren, 2008). The texts were classified for developmental stage by the computer program Direkt Profil. Furthermore, seven experienced language teachers of French assessed the same texts. Inter-rater agreement and correlations between the teachers’ assessments and the Direkt Profil output were computed. The results indicated high degrees of correlation and showed that the analysis of developmental stage by Direkt Profil could explain 73% of the variance in the teachers’ mean assessments (r2 = 0.735).},
  author       = {Granfeldt, Jonas and Ågren, Malin},
  issn         = {1477-0946},
  keyword      = {French,Direkt Profil,Developmental sequences,Assessment,Language proficiency},
  language     = {eng},
  number       = {3},
  pages        = {285--305},
  publisher    = {SAGE Publications Inc.},
  series       = {Language Testing},
  title        = {SLA developmental stages and teachers’ assessment of written French: Exploring Direkt Profil as a diagnostic assessment tool},
  url          = {http://dx.doi.org/10.1177/0265532214526178},
  volume       = {31},
  year         = {2014},
}