DESIGNING SCALE TO EVALUATE THE VIETNAMESE GRAMMAR COMPENTENCE FOR ETHNIC MINORITY STUDENTS

Abstract

This article presents the concept of Vietnamese grammar competence and the process of designing the Vietnamese grammar compentence scale for ethnic minority students. Determining a grammar competence benchmark will help teachers to better communicate their knowledge to students and develop appropriate teaching strategies to develop learner competencies. Based on the actual situation of teaching Vietnamese as a second language, the standard for evaluating Vietnamese grammar competence is specifically described into 6 levels. Grammar competence is made up of 3 components: the ability to identify, analyze and use grammatical structures; capacity to identify and analyze semantic and pragmatic aspects of grammatical structures; ability to apply grammatical structures in specific communication contexts. Each component is subdivided into behavioral indicators and sets of performance criteria that meet those behavioral indicators. The scale after design is used as a basis for developing tools to assess the grammar competence of the ethnic minority students in Vietnamese language teaching.