Masters Degrees (English)
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Browsing Masters Degrees (English) by Subject "Applied linguistics"
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Item Open Access The design, refinement and reception of a test of academic literacy for postgraduate students(University of the Free State, 2012-01) Du Plessis, Colleen Lynne; Weideman, A. J.English: A number of studies have indicated that the literacy levels of students at tertiary institutions in South Africa are lower than required for academic success. Nonetheless, the possibility exists that some of these students may in fact manage to graduate with low academic literacy levels, and even be admitted to postgraduate study although they lack the ability to negotiate the advanced academic discourse required to succeed at that level. This study confirms the need for the development of a test of academic literacy for postgraduate students and shows how this can be accomplished by applying recognized design principles within the framework of applied linguistics. The constitutive and regulative conditions for the validation of language tests are dealt with as the necessary foundation for the design of a test of academic literacy for postgraduate students. Whereas language tests have conventionally been required to show validity and reliability, in terms of more contemporary thinking such tests must also possess what is referred to as consequential validity, a notion that refers to the impact of tests. Literacy tests should thus not only be consistent and theoretically justifiable, but should incorporate a multiplicity of evidence to back up their validation. The various phases involved in the design of a test are covered, including piloting and refinement. A theoretical articulation of academic literacy is provided, since this constitutes a crucial aspect of construct validity, with particular attention being given to the delineation of functional academic literacy. The identified ability is reflected in the blueprint for the test construct and is further specified in the task types selected for inclusion in the test. The definite move away from previous generations of ‘scientific’ and positivist thinking can be discerned in the kind of test tasks required of test takers and the way in which these emphasize the instrumental communicative function and mediating role of language as a social instrument within the material lingual sphere of academic discourse. Task types are evaluated in terms of their ability to be productive, based on a quantitative system of measurement and the application of appropriate statistical procedures such as point-biserial correlations. The research concludes with a reception study which assesses the extent to which the current version of the Test of Academic Literacy for Postgraduate Students (TALPS) is well received and whether it meets the regulative conditions of fairness, transparency, utility and accountability. In addition to confirming that the test has an acceptably high face validity, the survey section reveals that many postgraduate students have a restricted view of language and an erroneous perception of academic literacy. Much more needs to be done at undergraduate level to raise awareness about the important role played by language proficiency in all fields of study and how high academic literacy levels can contribute towards academic achievement and student success. The design of effective literacy interventions remains another area of concern. Research is also needed on the desirability and feasibility of designing subject-specific tests and ensuring equivalence where different test versions are in operation.