چکیده:
Assessment of grammatical knowledge is a rather neglected area of research in the field with many open questions (Purpura, 2004). The present research incorporates recent proposals about the nature of grammatical development to create a framework consisting of dimensions of complexity, range and strength, and studies which dimension(s) can best predict the state of grammatical knowledge of EFL students. To this end, the specifications of a test of grammatical knowledge were drafted and reviewed by a group of trained reviewers. The specifications were revised and the test was administered to 158 English learners with mixed proficiency levels. The items were analyzed using classical test theory and Rasch model. The results of stepwise regression indicate that the model that best predicts grammatical knowledge of lower ability leaners includes range and strength, while for the higher level strength and complexity are the best predictors.
خلاصه ماشینی:
"g. Callahan 2000; Dörnyei, 2005; Cohen & Macaro, 2007; Marefat, 2006) propose that learners’ goals, attitudes, personality types, and abilities, which are likely to be crucial factors in their successful acquisition of writing skills, should be considered in second language research.
These studies on writing strategies have referred to: general macro writing processes L2 writers deploy in writing tasks such as planning, writing, and revising (Hatasa & Soeda, 2000; Sasaki, 2000, 2002); the different writing behaviors of first and second language writers (Lally, 2000a; Raimes, 1991); the use of very specific strategies like patch writing, avoidance, backtracking, evaluation, rehearsing, reformulation, rhetorical refining (Manchón, Roca de Larios & Murphy 2007, p.
Nikoopour and Amini Farsani (2010), in a study of 137 graduate Iranian EFL university students, reported that learners with Extravert and Introvert personality types did not show any significant difference regarding the use of language learning strategies.
A second reason for the most frequent use of metacognitive strategies might lie in the fact that the learners who took part in the present study were among the most proficient post-graduate students compared with their peers in other universities and as a result were more metacognitively equipped for the writing process.
" The Judging and Feeling personality types as the dominant ones among the participants reflects the status of teaching and learning of English language, especially writing, in the context of Iran, as reiterated by a number of researchers who have worked in the Iranian context (e."