Revisiting Functional and SLA Theories: A Qualitative Study of Theory-Informed Exam-Based Language Assessment

Abstract

While Functional Linguistics and Second Language Acquisition (SLA) theory continue to occupy an important place in Applied Linguistics, their role in language assessment has received comparatively less attention. This study examines how concepts from these two traditions can be incorporated into university-level examination tasks and how students draw on them when analyzing language data. A qualitative case study was conducted with 20 students enrolled in an Applied Linguistics course. Data were collected from a theory-informed examination and analyzed using deductive thematic analysis. The findings showed that students frequently moved beyond identifying linguistic forms and used theoretical concepts to interpret language and learner performance. Many responses discussed how responsibility is constructed through discourse, how grammatical choices influence agency and accountability, and how learner language can be understood through interlanguage, transfer, and developmental stages. The analysis also revealed differences in the extent to which students were able to connect theoretical concepts to linguistic evidence. The study shows that theory-based assessment can help teachers understand how students apply linguistic knowledge and strengthen the link between theory, assessment, and language learning.