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Books > Language & Literature > Language teaching & learning (other than ELT)
This book explores the construct of language in use, specifically
as operationalised through different item types in the Austrian
Matura (school-leaving exam). Empirical research on some of these
item types is scarce. The author reports on a mixed-methods study.
The theoretical frameworks employed are Purpura's (2004) model of
language ability and Weir's (2005) socio-cognitive framework. The
findings suggest that the tasks under investigation assess
grammatical form and meaning at the sub-sentential and sentential
level. Different item types were also found to target different
elements of lexicogrammatical competence. The study contributes to
understanding the nature of language in use and sheds light on the
application of the socio-cognitive framework to the validation of
language in use tasks.
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