Search results for "CEFR"

Läsbarheten som bedömningsmetod hos uppsatser skrivna av finska universitetsstuderande

2010

Oppilaiden kirjoitustaidon arvioiminen on vaikeata jopa kokeneillekin opettajille laajojen taitotasokuvauksien ja arvosanojen vaatimusten takia. Tämä pätee etenkin kursseille, joissa oppilaat voivat saada hyväksytyn arvosanan vain saavuttaessaan tietyn taitotason kurssin aikana. Tutkielmani tarkoituksena oli selvittää, voiko luettavuutta käyttää suomalaisten yliopisto-opiskelijoiden L2-kielen arviointimetodina. Selvitin myös, onko oppilaiden kirjoittamien tekstien taitotason ja luettavuuden välillä yhteyttä. Materiaalini koostui Sve2ju-korpuksen tekstistä, jotka Jyväskylän yliopiston oppilaat olivat kirjoittaneet Akateeminen ruotsi-kurssin oppitunnilla. Kolme kokenutta opettajaa oli arvioin…

CEFLING: Combining Second Language Acquisition and Testing Approaches to Writing

2012

Feedback practices in language classes in Finnish general upper secondary schools

2020

As feedback and formative assessment have a substantial effect on learning, the aim with this paper is to report on a study of the perceptions of Finnish general upper secondary school students of feedback in Swedish and English classes, and to compare how the perceptions differ at language proficiency (CEFR) levels. The data were collected by using a survey and were analysed quantitatively. The results show that several differences occur in Swedish: students with higher proficiency levels find feedback more useful, feel that they receive feedback from teachers, and are more willing to correct their own mistakes. There were no differences in perceptions according to language proficiency lev…

Investigating Syntactic Complexity in EFL Learners' Writing across Common European Framework of Reference Levels A1, A2, and B1

2019

Abstract The study investigates the linguistic basis of Common European Framework of Reference (CEFR) levels in English as a foreign language (EFL) learners’ writing. Specifically, it examines whether CEFR levels can be distinguished with reference to syntactic complexity (SC) and whether the results differ between two groups of EFL learners with different first languages (Sindhi and Finnish). This sheds light on the linguistic comparability of the CEFR levels across L1 groups. Informants were teenagers from Pakistan (N = 868) and Finland (N = 287) who wrote the same argumentative essay that was rated on a CEFR-based scale. The essays were analysed for 28 SC indices with the L2 Syntactic Co…

Sähköpostiviestien aloitukset ja lopetukset oppijansuomessa ja oppijanruotsissa

2013

This study examines interpersonality and audience awareness of initial greetings and leave-taking formulae in 1,041 e-mails (523 Finnish, 518 Swedish) written by Finnish (n = 222) and Swedish (n = 174) language learners in basic education, secondary education and at university level in Finland. The results reveal that there are certain communicative differences between the two groups. The e-mails contain different levels of formality: Swedish learners use more initial greetings and their messages are slightly more coherent than those of Finnish learners. The initial greeting hei/hej is commonly used in different contexts, regardless of the language. Learners’ audience awareness is indicated…

Suomen eksistentiaalilause toisen kielen oppimisen polulla

2013

'Share your experience'. Digital Storytelling in English for Tourism

2014

The main purpose of this article is to describe the experience achieved when implementing the practical classes of English for Tourism so as to bridge the gap between the professional world of the tourism industry and what students learn at the university. In this article we will first introduce the concept of Digital Storytelling (Lambert (1997), Gregori-Signes (2007-2010), Alcantud-Díaz (2008-2011) and briefly describe some of the projects that have already been developed at the University of Valencia as well as the use of digital stories in the promotion of touristic products. We will then argue that Digital Storytelling can be considered as a productive type of activity which fits the d…

Developing a conceptual framework : the case of MAGICC

2015

This paper reports the steps taken to develop the conceptual framework of the MAGICC project (2013), which aimed to provide action-oriented descriptions of multilingual and multicultural academic and professional communication competence, instructional designs to promote these in higher education language teaching, and multidimensional forms of assessment aligned with the learning outcomes established – all presented in an academic ePortfolio that expands the features of the existing European Language Portfolio (ELP) to the higher education level. “Starting with systematic desk research into the existing conceptualisations of multi/plurilingual and multi/ intercultural competences as well a…

Danish language tests for adult migrants

2016

In 1999, a new law on Danish language education came into force. In this law, the final examinations in Danish were introduced and set under national governance, and the requirements were defined. Since then the tests in Danish for adult migrants have developed and there has been an ongoing revision of both the language education and tests offered. nonPeerReviewed

Assessing learners’ writing skills in a SLA study: Validating the rating process across tasks, scales and languages

2014

There is still relatively little research on how well the CEFR and similar holistic scales work when they are used to rate L2 texts. Using both multifaceted Rasch analyses and qualitative data from rater comments and interviews, the ratings obtained by using a CEFR-based writing scale and the Finnish National Core Curriculum scale for L2 writing were examined to validate the rating process used in the study of the linguistic basis of the CEFR in L2 Finnish and English. More specifically, we explored the quality of the ratings and the rating scales across different tasks and across the two languages. As the task is an integral part of the data-gathering procedure, the relationship of task p…