2010 – ADEFFI Annual Postgraduate Symposium
Assessing written language of learners of French: a computer-based dynamic assessment approach to distinguishing between errors and mistakes
Abstract
The differentiation between an error and a mistake may be determined by the level of assistance a learner would require to self-edit his or her own performance. If learners are capable of self-editing their written texts with little or no help, their incorrect forms are deemed mistakes. Conversely, if learners require more explicit assistance to find appropriate alternatives to their improper use of the target language, their incorrect forms are considered as errors. The distance between what a learner can do with and without assistance from someone else is the very essence of Vygotsky’s zone of proximal development.
Following a brief overview of the main approaches to distinguishing between errors and mistakes, this presentation proposes a work-in-progress, i.e. a computer-based dynamic assessment to help differentiate between a competence-dependent error and a performance-related incorrect form. It explores the implications in terms of feasibility when assessing written texts produced by learners of French as a response to an open task, and discusses the strengths and limitations observed during a preliminary use in educational setting.
Thouësny, S. (2010). “Assessing written language of learners of French: a computer-based dynamic assessment approach to distinguishing between errors and mistakes”. Paper presentation. ADEFFI Annual Postgraduate Symposium, 10-APR-10, Trinity College, Dublin, Ireland
Tags: ADEFFI 2010, dynamic assessment, error, feedback, French, mistake, second language learning, Vygotsky, ZPD
