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The usefulness of a cloze test is examined for assessing levels of language proficiency. The methodology involves a statistical analysis of levels of proficiency using the group-differences method of construct validity. Pienaar's cloze tests are used to assess the level of Grade 7 pupils, who represent a wide range of English proficiency. It is argued that although qualitative analysis is important, the role of statistical analysis is crucial in understanding the construct of language proficiency.

The notions of fluid intelligence and language as a deep semiotic representional system are examined. The concept of fluid intelligence is regarded by many modem educational psychologists as central to understanding cognitive abilities as manifested in intelligence tests and school performance. The deep semiotic system of the mind incorporates the total life of human beings in all their thoughts, feelings and activities. Oller's intention is to provide a solid theoretical basis for the hypothesis that intelligence is a kind of semiotic representational capacity. The article deals with the relationship between the semiotic representational capacity, fluid intelligence and language proficiency. The connection between cognitive and academic language proficiency and intelligence is also discussed.Die konsep 'fluid intelligence' en die beskouing van taal as 'n diep semiotiese representasiesisteem word ondersoek. Verskeie moderne opvoedkundige sielkundiges beskou 'fluid intelligence' as 'n sentrale konsep in die studie van kognitiewe vaardighede, veral in soverre dit manifesteer in intelligensietoetse en akademiese prestasie. Die diep semiotiese representasiesisteem inkorporeer die totale lewe van die mens in al sy gedagtes, gevoelens en aktiwiteite. Oller poog om 'n stewige teoretiese basis daar te stel ter ondersteuning van die hipotese dat intelligensie 'n vorm van semiotiese representasiekapasiteit is. Die artikel ondersoek die verhouding tussen die diep semiotiese representasiekapasiteit, 'fluid intelligence' en taalvaardigheid. Die verband tussen kognitiewe en akademiese taalvaardigheid en intelligensie word ook ondersoek.

This article examines concepts often used in debates on

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