Learner-Directed Assessment in ESL

By Gayol Ekbatani; Herbert Pierson | Go to book overview

Chapter 4
Analyzing Self-Repair: An Alternative Way of Language Assessment

Erna van Hest National Institute for Educational Research, The Netherlands

This chapter indicates how the analysis of spontaneous language data, in this case self-repair, can be a helpful instrument for language assessment in the classroom. For this purpose, we discuss the relationship between self-repair behavior and language development and point out the pedagogical value of self-repair data. The discussion is based on the analysis of a large set of self-repair data collected as part of a 4-year project on self-repair ( Van Hest, 1996).

The chapter consists of six sections. The first section features a short introduction to the phenomenon of self-repair, dealing with the identification and classification of self-repair and presenting examples of various types of self-repair. The next section provides some background information on the relationship between self-repair and language development. In the third section the research questions and the design of the self-repair project are briefly described. The fourth section presents the results of the data analysis and the section that follows treats the pedagogical implications of self-repair data. The chapter concludes with a short summary of the research results and some recommendations on how to incorporate linguistic data into proficiency testing.

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