A Framework for Young EFL Learners’ Diagnostic Assessment: ‘Can Do Statements’ and Task Types

21Citations
Citations of this article
25Readers
Mendeley users who have this article in their library.
Get full text

Abstract

The aim of this chapter is to present a framework for assessing young learners of foreign languages for diagnostic purposes. The first section outlines the most important trends in language assessment and describes the educational context where the project was implemented. Then, the chapter discusses how children between the ages of 6 and 12 develop in a foreign language and outlines the most important principles of assessing young language learners. The actual framework was designed for the four skills; it aimed to cover the first 6 years of primary education in Hungarian public schools. The document used the Common European Framework of Reference (CEFR, 2001) as a point of departure and includes age-specific ‘can do statements’ and task types corresponding to them. Readers are encouraged to critically reflect on how the findings could be adopted in their own contexts.

Cite

CITATION STYLE

APA

Nikolov, M. (2016). A Framework for Young EFL Learners’ Diagnostic Assessment: ‘Can Do Statements’ and Task Types. In Educational Linguistics (Vol. 25, pp. 65–92). Springer Science+Business Media B.V. https://doi.org/10.1007/978-3-319-22422-0_4

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free