Study programme 2019-2020 | Français | ||
Psycholinguistic Approaches to the Acquisition of Native and Second Languages | |||
Learning Activity |
Code | Lecturer(s) | Associate Lecturer(s) | Subsitute Lecturer(s) et other(s) | Establishment |
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L-ISCL-622 |
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Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term |
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Français | Français | 9 | 0 | 6 | 0 | 0 | Q2 |
Organisational online arrangements for the end of Q3 2019-2020 assessments (Covid-19) |
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Description of the modifications to the Q3 2019-2020 online assessment procedures (Covid-19) |
The objective of the integrative test is to analyze the validity of the construct and the validity of the content of a tool devoted to the evaluation of a language skill. This work will consist of two parts. The first part will establish a review of the literature by gathering the scientific knowledge available with regard to the domain (language component) evaluated by the test / tool that you have chosen. It will thus allow you to acquire the necessary expertise in order to conduct the validity study of the construct and content of the chosen tool, the subject of the next section. The latter will describe the analyzes performed in order to be able to decide on the quality of the selected tool. This work will be the subject of a 20-minute PowerPoint document presented during a "remote" meeting via TEAMS software during the month of June (information will follow). Component 1 will include the following: 1.Presentation of the test: receptive and / or productive component, targeted component (s) (e.g. phonological, lexical, pragmatic, etc.?), Age bracket concerned, type of evaluation (aimed at screening , diagnostic; self or hetero-reported), modes of use (only by a healthcare professional, for educational use, in individual testing, on an outpatient basis, etc.), expertise of the creators of the tool, recency, reference to a language acquisition model or theory, advantages over other tools. It may be mentioned, in addition, elements not mentioned but which may be of particular interest. 2. Summary of the literature review intended to answer the following questions: a.How do we define this (these) language component (s) ?; b.What are the sub-skills taken into account to account for it ?; c.How are the skills of children acquired in this component changing within the target age range? ; d. What are the difficulties that children may experience during the acquisition of this skill? 3.Conclusions At the end of the literature review: -What elements do we retain that can help us carry out the validity analysis (construct and content)? -which is the analysis procedure that it seems relevant to implement in order to conduct our validity studies. |
Content of Learning Activity
language components ; factors involved in the acquisition / language instruction and acquisition : cognition, maturation and environments; speech perception and listening ; delay of language and dyslexia; Classroom observation tasks and didactic interactions
Required Learning Resources/Tools
presentations Moodle
Recommended Learning Resources/Tools
Not applicable
Other Recommended Reading
Karmiloff, K., Karmiloff-Smith A., Comment les enfants entrent dans le langage, Paris : Retz, 2003 Comblain, A. Rondal, J.-A., Apprendre les langues: où, quand, comment?, Editions Mardaga, 2001 Kremer J.-M. et Denni-Krichel N. (2010). Prévenir les troubles du langage des enfants, Paris : Josette Lyon.Field, J., Listening in the language classroom, Cambridge, Cambridge university press, 2008 Lightbown P. M. and Spada N. (2013) How languages are learned.Oxford : Oxford University Press, Edition 4th ed.
Mode of delivery
Type of Teaching Activity/Activities
Evaluations
The assessment methods of the Learning Activity (AA) are specified in the course description of the corresponding Educational Component (UE)