Att analysera och bedöma andraspråkselevers texter utifrån analysmodeller : Performansanalys, CAF-modell

Sammanfattning

This thesis investigates structural and functional–pragmatic aspects of adult second‑language learners’ written production in Swedish. Using a performance‑analysis approach that targets grammar, vocabulary, text organization, and communication strategies, the study identifies recurrent strengths and weaknesses in learner texts. While advanced grammatical forms are frequently emphasized in instruction, the present analysis focuses on how such forms and related functional choices are realized within the collected written assignments, without making claims beyond the study’s empirical scope. Performance analysis, combined with systematically framed formative feedback within the dataset, is used to locate specific areas for development and to describe the functional language capacities observable in formal academic and vocational writing tasks. Data were drawn from participants in a nursing assistant training program with diverse linguistic and educational backgrounds; their written assignments (and selected transcribed interactions linked to those tasks) were analyzed to map patterns of language use. The findings show substantial variation in structural competence particularly in grammatical accuracy and textual cohesion — as well as in pragmatic efficiency at the level of audience orientation and purpose fulfillment. By examining associations between learners’ backgrounds, prior education, and the linguistic features attested in their texts, the thesis argues for pedagogical designs that balance structural accuracy with functional adaptability, thereby providing an empirically grounded account of second‑language writing development in this vocational education context.