Exploring Language Frameworks
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Manual for Language Test Development and Examining
Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity -
A Tested Phonological Therapy in Practice
A tested phonological therapy in practice Caroline Bowen Macquarie University and L. Cupples Macquarie University Abstract The focus here is a detailed case description of a broad-based model for treat - ing developmental phonological disorders. Successful treatment comprising 27 consultations over 17 months, of a girl aged 4;4 at the outset, with a mod - erate phonological disability, is examined in detail. The model’s strength is in its combination of family education, metalinguistic tasks, phonetic produc - tion procedures, multiple exemplar techniques and homework. Treatment is administered in planned alternating therapy blocks and breaks from therapy attendance. Introduction In the field of speech-language pathology, the terms de v e l o p m e n t a l phonological disorder and phonological disability broadly denote a linguistic disorder in children, manifested by the use of abnormal patterns in the spoken medium of language. The terms reflect the influence of clinical phonology upon the way in which many linguists and language clinicians now conceptualize children’s speech sound disorders (Baker, 1997; Bernthal and Bankson, 1994; Fey, 1992; Grunwell, 1995; Pol l o c k , 1994), especially in terms of generative and natural phonology (see Ingram (1997) and Grunwell (1997), respectively for reviews of the influence of these two schools of phonology). The first author’s clinical and research fascination with phonological disability stems from experience as a speech- language pathologist, treating children with the disorder since the early 1970s. In that period, there have been two important paradigm shifts. First, linguistic theory has explicated the distinction between phonetics: the study Address for correspondence: Dr Caroline Bowen, 17 St John’s Avenue, Gordon, 2072 NSW, Aus t r a l i a . -
Methods for Pronunciation Assessment in Computer Aided Language Learning by Mitchell A
Methods for Pronunciation Assessment in Computer Aided Language Learning by Mitchell A. Peabody M.S., Drexel University, Philadelphia, PA (2002) B.S., Drexel University, Philadelphia, PA (2002) Submitted to the Department of Electrical Engineering and Computer Science in partial fulfillment of the requirements for the degree of Doctor of Philosophy at the MASSACHUSETTS INSTITUTE OF TECHNOLOGY September 2011 © Massachusetts Institute of Technology 2011. All rights reserved. Author............................................................. Department of Electrical Engineering and Computer Science September 2011 Certified by . Stephanie Seneff Senior Research Scientist Thesis Supervisor Accepted by. Professor Leslie A. Kolodziejski Chair, Department Committee on Graduate Students 2 Methods for Pronunciation Assessment in Computer Aided Language Learning by Mitchell A. Peabody Submitted to the Department of Electrical Engineering and Computer Science on September 2011, in partial fulfillment of the requirements for the degree of Doctor of Philosophy Abstract Learning a foreign language is a challenging endeavor that entails acquiring a wide range of new knowledge including words, grammar, gestures, sounds, etc. Mastering these skills all require extensive practice by the learner and opportunities may not always be available. Computer Aided Language Learning (CALL) systems provide non-threatening environments where foreign language skills can be practiced where ever and whenever a student desires. These systems often have several technologies to identify the different types of errors made by a student. This thesis focuses on the problem of identifying mispronunciations made by a foreign language student using a CALL system. We make several assumptions about the nature of the learning activity: it takes place using a dialogue system, it is a task- or game-oriented activity, the student should not be interrupted by the pronunciation feedback system, and that the goal of the feedback system is to identify severe mispronunciations with high reliability. -
An Interview with Alistair Van Moere Aaron Batty [email protected] SRB General Editor
Interview The psycholinguistic approach to speaking assessment An interview with Alistair Van Moere Aaron Batty [email protected] SRB General Editor Alistair Van Moere is the vice president of product and test develop- ment at Pearson’s Knowledge Technologies Group, and is responsi- ble for the development, delivery, and validation of their automated language tests, including the Versant test (previously known as PhonePass). Versant is a telephone- or computer-mediated, com- puter-scored test of speaking proficiency, available in six languages, including English. Although computer scoring is widely used for multiple-choice test formats, Versant is revolutionary in its use of computer scoring of speaking proficiency. Van Moere and his col- leagues have written extensively on the validation of the Versant test and its methods of automated scoring (e.g. Bernstein, Van Moere, & Cheng, 2010; Van Moere, 2010), and he has most recently raised eyebrows with his calls for a “psycholinguistic” approach to speaking assessment from the pages of Language Testing (2012). Prior to his employment at Pearson, Alistair was instrumental in the development of the Kanda English Proficiency Test at Kanda University of International Studies in Chiba, and drew from his experience with its speaking test in his PhD work under Charles Alderson at Lancaster Univer- sity—work which won him the Jacqueline Ross TOEFL Dissertation Award in 2010 (a portion of which can be read in Van Moere, 2006). We were pleased that Alistair was willing to take some time out of his busy schedule to talk to us about the psycholinguistic approach to language assessment, the Versant tests, and the communicative/psycholinguistic divide. -
A List of Certificates Confirming the Knowledge of a Modern Foreign Language at the Level of at Least B2, Recognized by the Doctoral School in the Recruitment Process
Appendix no 4 to the Admission Rules to the Doctoral School of the Stanisław Moniuszko Academy of Music in Gdańsk in the academic year 2020/2021 A list of certificates confirming the knowledge of a modern foreign language at the level of at least B2, recognized by the Doctoral School in the recruitment process. Persons who do not have any of the certificates listed below before matriculation will have to pass an exam in a modern foreign language at B2 level, organized by the Foreign Languages Unit of the Stanisław Moniuszko Academy of Music in Gdańsk. This exam will be held in September 20..... Certificates confirming at least B2 level of global language proficiency according to the "Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR)": 1. Certificate confirming the knowledge of a foreign language, issued by the National School of Public Administration as a result of a linguistic verification procedure. 2. Certificates confirming at least B2 level of global language proficiency according to the "Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR)": 1) certificates issued by institutions associated in the Association of Language Testers in Europe (ALTE) - ALTE Level 3 (B2), ALTE Level 4 (C1), ALTE Level 5 (C2), in particular the certificates: a) First Certificate in English (FCE), Certificate in Advanced English (CAE), Certificate of Proficiency in English (CPE), Business English Certificate (BEC) Vantage — at least Pass, Business English Certificate (BEC) -
Language Requirements
Language Policy NB: This Language Policy applies to applicants of the 20J and 20D MBA Classes. For all other MBA Classes, please use this document as a reference only and be sure to contact the MBA Admissions Office for confirmation. Last revised in October 2018. Please note that this Language Policy document is subject to change regularly and without prior notice. 1 Contents Page 3 INSEAD Language Proficiency Measurement Scale Page 4 Summary of INSEAD Language Requirements Page 5 English Proficiency Certification Page 6 Entry Language Requirement Page 7 Exit Language Requirement Page 8 FL&C contact details Page 9 FL&C Language courses available Page 12 FL&C Language tests available Page 13 Language Tuition Prior to starting the MBA Programme Page 15 List of Official Language Tests recognised by INSEAD Page 22 Frequently Asked Questions 2 INSEAD Language Proficiency Measurement Scale INSEAD uses a four-level scale which measures language competency. This is in line with the Common European Framework of Reference for language levels (CEFR). Below is a table which indicates the proficiency needed to fulfil INSEAD language requirement. To be admitted to the MBA Programme, a candidate must be fluent level in English and have at least a practical level of knowledge of a second language. These two languages are referred to as your “Entry languages”. A candidate must also have at least a basic level of understanding of a third language. This will be referred to as “Exit language”. LEVEL DESCRIPTION INSEAD REQUIREMENTS Ability to communicate spontaneously, very fluently and precisely in more complex situations. -
Inventory of Language Certification in Europe a Report to the European
National Foundation for Educational Research Inventory of Language Certification in Europe A Report to the European Commission Directorate General for Education and Culture Jenny Bradshaw Catherine Kirkup March 2006 Acknowledgements We would like to thank the individuals and organisations mentioned below. All the individuals who responded to the online questionnaire, and the organisations which assisted in their distribution. The Eurydice units which provided information on the use of certification in their countries. The Association of Language Testers in Europe The European Association for Language Testing and Assessment We are also very grateful to the following providers, who supplied information on their certificates: Anglia Examinations Syndicate Assessment and Qualifications Alliance Basque Government Cambridge ESOL Centre de Langues Luxembourg Centre for Advanced Language Learning, Hungary Centre for the Greek Language Centre international d'études pédagogiques Centro Linguistico Italiano Dante Alighieri Citogroep CNaVT (Katholieke Universiteit Leuven, België/Universiteit van Amsterdam, Nederland) Welsh Joint Education Committee Danish Language Testing Consortium Department of Lithuanian Studies, Vilnius University Escola Oficial de Idiomas (Catalunya) Escuela Oficial de Idiomas (Madrid) European Consortium for the Certificate of Attainment in Modern Languages Finnish National Board of Education Generalitat de Catalunya Goethe-Institut IELTS Consortium Institute of Linguists Educational Trust UK Instituto Cervantes National Examination -
Opções De Vagas
Anexo - Vagas Disponíveis UNIVERSIDADE PAÍS VAGAS IDIOMA 1 PROFICIENCIA IDIOMA 1 OU IDIOMA 2 PROFICIÊNCIA IDIOMA 2 Alemão: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de Eberhard Karls Universität Tübingen Alemanha 5 Alemão OU Inglês mínimo nível B2 proficiência no mínimo nível B2 DSH 2, DSH 3, TestDAF (com 4 ou 5 pontos em todas as áreas, no mínimo 16 pontos) ou equivalente; German Ernst-Abbe-Fachhochschule Jena Alemanha 5 Alemão language proficiency: upper intermediate (e.g. Goethe certificate B2, TestDaF 3-4) Inglês: Atestado ou Exame de Hochschule Neu-Ulm Alemanha 3 Alemão Atestado ou Exame de proficiência no mínimo nível B2 OU Inglês proficiência no mínimo nível B2 Alemão: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de Hochschule Ruhr West Alemanha 5 Alemão OU Inglês mínimo nível B1 proficiência no mínimo nível B1 Alemão: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de Hochschule Worms Alemanha 3 Alemão OU Inglês mínimo nível B1 proficiência no mínimo nível B2 DSH 2, DSH 3, TestDaF 4 em todas as habilidades, Inglês: Atestado ou Exame de Westfälische Wilhelms-Universität Münster Alemanha 2 Alemão Goethe-Zertifikat C2, UNIcert-certificate III and IV ou OU Inglês Atestado ou Exame de proficiência no mínimo nível B2 proficiência no mínimo nível B2 Alemão: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de FHWien der WKW Áustria 1 Alemão OU Inglês mínimo B2 proficiência no mínimo nível B2 Francês: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de Ecole Pratique des Hautes Etudes Commerciales Bélgica 2 Francês OU Inglês mínimo nível B2 proficiência no mínimo nível B2 Francês: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de Université Libre de Bruxelles Bélgica 2 Francês OU Inglês mínimo nível B2 proficiência no mínimo nível B2 TOEFL (Test of English as a Foreign Language) iBT (internet-based test) score of 80 or PBT (paper-based test) score of 550. -
English Language Testing in US Colleges and Universities
DOCUMENT RESUME ED 331 284 FL 019 122 AUTHOR Douglas, Dan, Ed. TITLE English Language Testing in U.S. Colleges and Universities. INSTITUTION National Association for Foreign Student Affairs, Washington, D.C. SPONS AGENCY United States information Agency, Washington, DC. Advisory, Teaching, and Specialized Programs Div. REPORT NO /SBN-0-912207-56-6 PUB DATE 90 NOTE 106p. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Admission Criteria; College Admission; *English (Second Language); Foreign Countries; *Foreign Students; Higher Education; *Language Tests; Questionnaires; Second Language Programs; Standardized Tests; Surveys; *Teaching Assistants; *Test Interpretation; Test Results; Writing (Composition); Writing Tests IDENTIFIERS United Kingdom ABSTRACT A collection of essays and research reports addresses issues in the testing of English as a Second Language (ESL) among foreign students in United States colleges and universities. They include the following: "Overview of ESL Testing" (Ralph Pat Barrett); "English Language Testing: The View from the Admissions Office" (G. James Haas); "English Language Testing: The View from the English Teaching Program" (Paul J. Angelis); "Standardized ESL Tests Used in U.S. Colleges and Universities" (Harold S. Madsen); "British Tests of English as a Foreign Language" (J. Charles Alderson); "ESL Composition Testing" (Jane Hughey); "The Testing and Evaluation of International Teaching Assistants" (Barbara S. Plakans, Roberta G. Abraham); and "Interpreting Test Scores" (Grant Henning). Appended materials include addresses for use in obtaining information about English language testing, and the questionnaire used in a survey of higher education institutions, reported in one of the articles. (ME) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. -
ARTS & HUMANITIES CITATION INDEX JOURNAL LIST Total
ARTS & HUMANITIES CITATION INDEX JOURNAL LIST Total journals: 1151 1. A + U-ARCHITECTURE AND URBANISM Monthly ISSN: 0389-9160 A & U PUBL CO LTD, 30-8 YUSHIMA 2-CHOME BUNKYO-KU, TOKYO, JAPAN, 113 2. AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK Semiannual ISSN: 0171-5410 GUNTER NARR VERLAG, DISCHINGERWEG 5, TUBINGEN, GERMANY, D 72070 3. ACADIENSIS Semiannual ISSN: 0044-5851 UNIV NEW BRUNSWICK, DEPT HISTORY, FREDERICTON, CANADA, NB, E3B 5A3 4. ACTA MOZARTIANA Quarterly ISSN: 0001-6233 DEUTSCHE MOZART-GESELLSCHAFT, FRAUENTORSTRASSE 30, AUGSBURG, GERMANY, D-86152 5. ACTA MUSICOLOGICA Semiannual ISSN: 0001-6241 INT MUSICOLOGICAL SOC, BOX 561, BASEL, SWITZERLAND, CH-4001 6. ACTA POLONIAE HISTORICA Semiannual ISSN: 0001-6829 INST HIST PAN, RYNEK STAREGO MIASTA 29-31, WARSAW, POLAND, 00272 7. ADALYA Annual ISSN: 1301-2746 SUNA & INAN KIRAC RESEARCH INSTITUTE MEDITERRANEAN CIVILIZATIONS, BARBAROS MAH. KOCATEPE SK. NO. 25, KALEICI, TURKEY, ANTALYA, 07100 8. AEVUM-RASSEGNA DI SCIENZE STORICHE LINGUISTICHE E FILOLOGICHE Tri-annual ISSN: 0001-9593 VITA PENSIERO, LARGO A GEMELLI 1, MILAN, ITALY, 20123 9. AFRICAN AMERICAN REVIEW Quarterly ISSN: 1062-4783 AFRICAN AMERICAN REVIEW, DEPT ENGLISH, INDIANA STATE UNIV, TERRE HAUTE, USA, IN, 47809 10. AFRICAN ARTS Quarterly ISSN: 0001-9933 M I T PRESS, 238 MAIN STREET, STE 500, CAMBRIDGE, USA, MA, 02142- 1046 11. AFRICAN ECONOMIC HISTORY Annual ISSN: 0145-2258 UNIV WISCONSIN MADISON, AFRICAN STUDIES PROGRAM, 205 INGRAHAM HALL, 1155 OBSERVATORY DR, MADISON, USA, WI, 53706 12. AGENDA Quarterly ISSN: 0002-0796 AGENDA, 5 CRANBOURNE COURT ALBERT BRIDGE RD, LONDON, ENGLAND, SW11 4PE 13. AGRICULTURAL HISTORY Quarterly ISSN: 0002-1482 UNIV CALIFORNIA PRESS, C/O JOURNALS DIVISION, 2000 CENTER ST, STE 303, BERKELEY, USA, CA, 94704-1223 14. -
Second Language Pronunciation Assessment
Second Language Pronunciation Assessment SECOND LANGUAGE ACQUISITION Series Editors: Professor David Singleton, University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and Dr Simone E. Pfenninger, University of Salzburg, Austria This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective – sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policy-makers in general whose interests include a second language acquisition component. Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK. SECOND LANGUAGE ACQUISITION: 107 Second Language Pronunciation Assessment Interdisciplinary Perspectives Edited by Talia Isaacs and Pavel Trofi movich MULTILINGUAL MATTERS Bristol • Blue Ridge Summit In Memory of Alan Davies and Danielle Guénette DOI 10.21832/ISAACS6848 Library of Congress Cataloging in Publication Data A catalog record for this book is available from the Library of Congress. -
List of Accepted Institutions, Exams and Tests As Evidence to Prove Your Language Proficiency in the CEMS Language and the Third Language
List of accepted institutions, exams and tests as evidence to prove your language proficiency in the CEMS language and the third language Language Type of evidence Accepted by RSM for Accepted by CEMS for entry exit (provided minimum (provided minimum level is reached) level is reached) Various Placement test results and Yes No (there are some languages course certificates from exceptions about university language centres at which you can CEMS schools inform yourself once you are admitted) Placement test results and Yes No course certificates from university language centres at EQUIS or AACSB accredited university TELC language tests Yes No CEMS accredited in-house tests Yes Yes and language courses offered by CEMS-schools (overview available upon request) CEMS MBC test Yes Yes languages Chinese Placement test result from Yes No Confucius Institute by Hanban Course certificate from Yes Yes, but only if Confucius Institute by Hanban Chinese is your 3rd language Business Chinese test Yes Yes, BCT4 or higher CEMS language: BCT3 3rd language: BCT2 HSK (Hanyu Shuiping Kaoshi) Yes Yes, HSK4 or higher + CEMS language: HSKK (oral test) HSK3 intermediate or higher 3rd language: HSK2 Czech Státní jazyková zkouška základní Yes Yes z češtiny pro cizince (State examination in Czech for foreigners) Exam CCE (general language) – Yes Yes B2 or higher Danish Studieprøven Yes Yes Prøve i Dansk 3 Yes Yes Dutch Educatief professioneel C1 Yes Yes Professioneel gevorderd B2 Yes Yes Educatief startbekwaam B2 Yes Yes Maatschappelijk formeel B1 Yes Yes, but only