An investigation of patterns of discontinuous learning: implications for ESL measurement

Abstract

Research from cognitive psychology, L2 acquisition and psychometry sug gests that competence/proficiency is multidimensional, and that proficiency does not always develop at the same rate in all its domains. In particular, L2 acquisition research indicates that competence does not always develop in a linear, monotonic pattern at an equal rate in all its component parts owing to restructuring and reorganization. Rehearsal, automatic and controlled pro cessing, creative simplification, task constraints and attention to form have been adduced to explain restructuring and reorganization. Classical test theory and item response theory models are not consonant with findings from cognitive psychology and L2 acquisition, because these models pinpoint individuals on a single continuum of proficiency.

The study reported here tested the experimental hypothesis that there would not be a monotonic relationship between increasing competence in different linguistic domains and growth in L2 proficiency. There was general support for the hypothesis. The article concludes with a brief introduction to some assessment models which can accommodate discontinuous patterns of growth. The models examined can be used to describe and model a student's qualitative cognitive state and knowledge structures.