NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1171983
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1543-4303
Phraseological Competence: A Missing Component in University Entrance Language Tests? Insights from a Study of EFL Learners' Use of Statistical Collocations
Paquot, Magali
Language Assessment Quarterly, v15 n1 p29-43 2018
The main objective of this article is to demonstrate with the help of learner corpus data the practical relevance of the phraseological dimension of language for writing assessment in higher education. Phraseological competence is now widely recognized as an important part of fluent and idiomatic language use, but its development has not received the attention it deserves in the CEFR. The study investigates the development of linguistic correlates of syntactic, lexical, and phraseological complexity in learner texts at B2, C1, and C2 and shows that while no measure of syntactic or lexical complexity seems to have an impact on human raters' overall judgement of writing quality, two measures of phraseological complexity explain 25% of the variance in the data set. Results suggest that incorporating phraseological competence into the scoring rubrics of university entrance language tests would help language test developers add construct validity to language assessment in higher education. More generally, this study also shows the crucial role that Language for Specific Purposes learner corpora could play in language assessment.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Europe; Belgium
Grant or Contract Numbers: N/A