Inferring language learners’ knowledge from their performance: An extended theoretical model

Abstract

Assessing learners’ written language, also known as interlanguage as it contains features of both native and target languages, is not only indispensable in terms of grading and achievement predictability, it is also of the utmost importance for teachers and learners. Indeed, information about learners’ linguistic strengths and weaknesses allows for personalised actions tailored to each individual’s needs. In the domain of second or foreign language learning and teaching, assessment is generally divided into non-dynamic and dynamic approaches. While the former concentrates on already learned products and acknowledges the importance of learners’ past and present performances to predict what they will be able to perform in the future, the latter focuses on learners’ emergent abilities and infers their future performance in accordance with what they can achieve in collaboration with others. Both approaches are generally referred to as past-to-present and present-to-future models, respectively (Valsiner, 2001). While both perspectives attempt to unveil the learners’ future, neither approaches however intend to predict the learners’ current knowledge from their present performance. Determining learners’ knowledge when assessing their performance is not without complications, given the fact that one cannot be sure whether the incorrect forms in their written texts are due to competence or performance issues. In effect, a language learner may be given a lower grade or unadapted follow-up interventions.

Following a brief discussion on the differences between non-dynamic and dynamic assessment, this presentation suggests a theoretical framework to predict learners’ current knowledge as opposed to future performance. More specifically, it proposes an extended model grounded in sociocultural theory and based on past-to-present and present-to-future models to unveil what learners currently know from what they are able to perform.

Valsiner, J. (2001). Process Structure of Semiotic Mediation in Human Development. Human Development [Online]. 44 (2/3), pp84-97. doi: 10.1159/000057048.

Presentation

Thouësny, S. (2010). “Inferring language learners’ knowledge from their performance: An extended theoretical model“. School of Applied Language and Intercultural Studies Postgraduate Showcase, 11-FEB-11, Dublin, Ireland.