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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Dynamic variation in second language acquisition : a language processing perspective Dyson, Bronwen Patricia. - Philadelphia : John Benjamins Publishing Company, 2021 UB Frankfurt Linguistik Show details 2 A criterion-based approach to oral feedback on thesis writing An analysis of supervisor and academic literacy advisor feedback Dyson, Bronwen Patricia. - : John Benjamins Publishing Company, 2019 BASE Show details 3 Understanding second language processing : a focus on processability theory Håkansson, Gisela; Dyson, Bronwen Patricia. - Philadelphia : John Benjamins Publishing Company, 2017 BLLDB UB Frankfurt Linguistik Show details 4 EAP or genre-based? A comparison of two curricular approaches to the preparation of international students for university Dyson, Bronwen Patricia. - : Sydney School of Education and Social Work, University of Sydney, Australia, 2016 BASE Show details 5 Are onshore pathway students prepared for effective university participation? A case study of an international postgraduate cohort Dyson, Bronwen Patricia. - : Journal of Academic Language & Learning, 2014 BASE Show details 6 Understanding trajectories of academic literacy: How could this improve diagnostic assessment? Dyson, Bronwen Patricia. - : AALL (Association for Academic Language and Learning), 2009 Abstract: Given the rising interest in the English language development of international students in Australian universities, this paper considers the value of a developmental approach to the assessment of academic literacy. It outlines one of the criteria, Criterion D “Grammatical Correctness”, of the University of Sydney’s MASUS (Measuring the Academic Skills of University Students) Procedure (Bonanno & Jones, 2007) and discusses the need to underscore the validity of its assessment with developmental evidence. It then sketches a framework which has been used to measure language development, Processability Theory (Pienemann, 1998, 2005), and explores the applicability of this theory to the assessment of university students’ written English. By mapping the relationship between Criterion D and the oral development of two adolescent Chinese speaking students learning English as an Additional Language, the study reinforces the validity of scores on the criterion and its sub-criteria, the use of A (Appropriate) or NA (Not Appropriate) as measurement categories, and the overall score for grammatical performance. However, the findings suggest that the criterion’s “washback” to teaching could be fine-tuned by making the MASUS Procedure more “learner-sensitive”. The paper then discusses the study’s implications and limitations, focusing on the value and shortcomings of a developmental approach to academic literacy, particularly one concerned with grammatical development. The paper concludes that, despite the different foci of the empirical evidence and the MASUS Procedure, the findings suggest that an understanding of learner development could bolster two key features of language tests, namely validity and washback. Keyword: 1302 Curriculum and Pedagogy; 2004 Linguistics; academic literacy; developmental trajectories; diagnostic assessment; MASUS Procedure; Processability Theory URL: https://hdl.handle.net/2123/22899 BASE Hide details

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