Duyen Thi Mai Pham

Cantho University, Vietnam
Campus II, 3/2 street, Ninh Kieu district, Can Tho city, Viet Nam

DOI : https://doi.org/10.47191/ijsshr/v4-i9-10

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ABSTRACT

English language assessment should be aligned with teaching objectives; therefore, if the teaching goal is that English learners are able to use their target language in their real life, the learners’ language performance should be assessed. By analysing the course syllabi, grammmar tests and teacher interview, this study aims to investigate the assessment of grammar courses of four tertiary institutions in Vietnam in connection to Purpura’ s (2014 & 2005) grammatical assessment theories regarding assessed grammatical ability aspects, test tasks and grammar assessment approaches. The results should that (1) only learners’ grammatical forms and semantic meanings are assessed; (2) Selected-response task types and The Discrete-Point Approach are mainly used to assess learners.

REFERENCES

1) Purpura, J. E. (2014). Assessing grammar. In Kunnan, A. J (Eds.). Introducing the companion to language assessment (pp.1-25). John Wiley & Sons, Inc. Published. DOI: 10.1002/9781118411360.wbcla200.

2) Purpura, J. E. (2005). Assessing grammar (2nd ed.). Cambridge University Press.

VOlUME 04 ISSUE 09 SEPTEMBER 2021