The Routledge Handbook of Language Testing
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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 -
Assessing L2 Academic Speaking Ability: the Need for a Scenario-Based Assessment Approach
Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, Vol. 17, No. 2, pp. 36-40 The Forum Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach Yuna Seong Teachers College, Columbia University In second language (L2) testing literature, from the skills-and-elements approach to the more recent models of communicative language ability, the conceptualization of L2 proficiency has evolved and broadened over the past few decades (Purpura, 2016). Consequently, the notion of L2 speaking ability has also gone through change, which has influenced L2 testers to constantly reevaluate what needs to be assessed and how L2 speaking assessment can adopt different designs and techniques accordingly. The earliest views on speaking ability date back to Lado (1961) and Carroll (1961), who took a skills-and-elements approach and defined language ability in terms of a set of separate language elements (e.g., pronunciation, grammatical structure, lexicon), which are integrated in the skills of reading, writing, listening, and speaking. According to their views, speaking ability could be assessed by test items or tasks that target and measure different language elements discretely to make inferences on one’s speaking ability. On the other hand, Clark (1975) and Jones (1985) put emphasis on communicative effectiveness and the role of performance. Clark (1975) defined speaking ability as one’s “ability to communicate accurately and effectively in real-life language-use contexts” (p. 23), and this approach encouraged the use of performance tasks that replicate real-life situations. However, the most dominant approach to viewing L2 speaking ability and its assessment has been influenced by the models of communicative competence (Canale, 1983; Canale & Swain, 1980) and communicative language ability (Bachman, 1990; Bachman & Palmer, 1996), which brought forth a multicomponential approach to understanding speaking ability in terms of various underlying and interrelated knowledge and competencies. -
How to Get Published in ESOL and Applied Linguistics Serials
How to Get Published in TESOL and Applied Linguistics Serials TESOL Convention & Exhibit (TESOL 2016 Baltimore) Applied Linguistics Editor(s): John Hellermann & Anna Mauranen Editor/Journal E-mail: [email protected] Journal URL: http://applij.oxfordjournals.org/ Journal description: Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies. Applied linguistics is viewed not only as the relation between theory and practice, but also as the study of language and language-related problems in specific situations in which people use and learn languages. Within this framework the journal welcomes contributions in such areas of current enquiry as: bilingualism and multilingualism; computer-mediated communication; conversation analysis; corpus linguistics; critical discourse analysis; deaf linguistics; discourse analysis and pragmatics; first and additional language learning, teaching, and use; forensic linguistics; language assessment; language planning and policies; language for special purposes; lexicography; literacies; multimodal communication; rhetoric and stylistics; and translation. The journal welcomes both reports of original research and conceptual articles. The Journal’s Forum section is intended to enhance debate between authors and the wider community of applied linguists (see Editorial in 22/1) and affords a quicker turnaround time for short pieces. -
Call for Proposals: Language Testing Special Issue 2021
February 28, 2019 Call for Proposals: Language Testing Special Issue 2021 The editors of Language Testing invite proposals from prospective guest editors for the 2021 special issue of the journal. Each year Language Testing devotes a special issue to papers focused on an area of current importance in the field. Guest editors are responsible for overseeing the solicitation, review, editing, and selection of articles for their special issue. Upcoming and past special issue topics have included the following: 2020: Repeated Test Taking and Longitudinal Test Score Analysis, edited by Anthony Green and Alistair Van Moere 2018: Interactional Competence, edited by India Plough, Jayanti Banerjee and Noriko Iwashita 2017: Corpus Linguistics and Language Testing, edited by Sara Cushing 2016: Exploring the Limits of Authenticity in LSP testing: The Case of a Specific-Purpose Language Tests for Health Professionals, edited by Cathie Elder 2015: The Future of Diagnostic Language Assessment, edited by Yon Won Lee 2014: Assessing Oral and Written L2 Performance: Raters’ Decisions, Rating Procedures and Rating Scales, edited by Folkert Kuiken and Ineke Vedder 2013: Language Assessment Literacy, edited by Ofra Inbar-Lourie 2011: Standards-Based Assessment in the United States, edited by Craig Deville and Micheline Chalhoub-Deville 2010: Automated Scoring and Feedback Systems for Language Assessment and Learning, edited by Xiaoming Xi The Language Testing editors will be happy to consider proposals on any coherent theme pertaining to language testing and -
British Council, London (England). English Language *Communicative Competence
DOCUMENT RESUME ED 258 440 FL 014 475 AUTHOR Alderson, J. Charles, 54.; Hughes, Arthur, Ed. TITLE Issues in Language Testing. ELT Documents 111. INSTITUTION British Council, London (England). English Language and Literature Div. REPORT NO ISBN-0-901618-51-9 PUB DATE 81 NOTE 211p, PUB TYPE Collected Works - General (020)-- Reports - Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Communicative Competence (Languages); Conference Proceedings; *English (Second Language); *English for Special Purposes; *Language Proficiency; *Language Tests; Second Language Instruction; Test Validity ABSTRACT A symposium focusing on problems in the assessment of foreign or second language learning brought seven applied linguists together to discuss three areas of debate: communicative language testing, testing of English for specific purposes, and general language proficiency assessment. In each of these areas, the participants reviewed selected papers on the topic, reacted to them on paper, and discussed them as a group. The collected papers, reactions, and discussion reports on communicative language testing include the following: "Communicative Language Testing: Revolution or Evolution" (Keith Morrow) ancl responses by Cyril J. Weir, Alan Moller, and J. Charles Alderson. The next section, 9n testing of English for specific purposes, includes: "Specifications for an English Language Testing Service" (Brendan J. Carroll) and responses by Caroline M. Clapham, Clive Criper, and Ian Seaton. The final section, on general language proficiency, includes: "Basic Concerns /Al Test Validation" (Adrian S. Palmer and Lyle F. Bachman) and "Why Are We Interested in General Language Proficiency'?" (Helmut J. Vollmer), reactions of Arthur Hughes and Alan Davies, and the `subsequent response of Helmut J. Vollmer. -
LINGUISTICS' Selected Category Scheme: Wos
Journal Data Filtered By: Selected JCR Year: 2020 Selected Editions: SSCI Selected Categories: 'LINGUISTICS' Selected Category Scheme: WoS Rank Full Journal Title ISSN Journal Impact Factor 1 APPLIED LINGUISTICS 0142-6001 5.741 2 Language Teaching 0261-4448 5.327 3 Computer Assisted Language Learning 0958-8221 4.789 4 MODERN LANGUAGE JOURNAL 0026-7902 4.759 5 LANGUAGE LEARNING 0023-8333 4.667 6 LANGUAGE LEARNING & TECHNOLOGY 1094-3501 4.313 7 International Journal of Bilingual Education and Bilingualism 1367-0050 4.159 8 STUDIES IN SECOND LANGUAGE ACQUISITION 0272-2631 3.988 9 Language Teaching Research 1362-1688 3.899 10 TESOL QUARTERLY 0039-8322 3.692 11 Language Testing 0265-5322 3.551 12 JOURNAL OF SECOND LANGUAGE WRITING 1060-3743 3.538 13 Bilingualism-Language and Cognition 1366-7289 3.532 14 Annual Review of Linguistics 2333-9691 3.512 15 SYSTEM 0346-251X 3.167 16 RESEARCH ON LANGUAGE AND SOCIAL INTERACTION 0835-1813 3.077 17 JOURNAL OF MEMORY AND LANGUAGE 0749-596X 3.059 18 Studies in Second Language Learning and Teaching 2083-5205 3.036 INTERNATIONAL JOURNAL OF LANGUAGE & 19 COMMUNICATION DISORDERS 1368-2822 3.020 20 LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS 0161-1461 2.983 21 ReCALL 0958-3440 2.917 JOURNAL OF MULTILINGUAL AND MULTICULTURAL 22 DEVELOPMENT 0143-4632 2.814 23 ENGLISH FOR SPECIFIC PURPOSES 0889-4906 2.804 24 APHASIOLOGY 0268-7038 2.773 25 International Journal of Multilingualism 1479-0718 2.714 26 JOURNAL OF PHONETICS 0095-4470 2.670 27 Applied Linguistics Review 1868-6303 2.655 28 JOURNAL OF FLUENCY DISORDERS -
A Pattern Language for Teaching in a Foreign Language - Part 2
A Pattern Language for Teaching in a Foreign Language - Part 2 Christian K¨oppe and Mari¨elle Nijsten Hogeschool Utrecht, Institute for Information & Communication Technology, Postbus 182, 3500 AD Utrecht, Netherlands {christian.koppe,marielle.nijsten}@hu.nl http://www.hu.nl Abstract. Teaching a technical subject in a foreign language is not just switching to the foreign language. There are specific problems related to the integration of content and learn- ing. This paper is part of ongoing work with mining of patterns which address these problems and intends to offer practical help to teachers by working towards a pattern language for technical instructors who teach students in a second language, and who are not trained in language pedagogy. This is the pre-conference version for the PLoP'12 conference. Note to workshop participants: for the PLoP 2012 conference we would like to focus on following patterns: Content-Compatible Language, Commented Action, and Language Monitor. We also would like to work on the list of related educational patterns. However, feedback on the other patterns is more than welcome, they are therefore all included in this workshop version of the paper. 1 Introduction The set of patterns introduced in this paper is aimed at instructors who occasionally want | or have | to teach a class in a foreign language instead of their mother tongue. The patterns are meant to support these instructors in preparing for these classes in such a way that a foreign language will not be a barrier to students' understanding of the course content. This set of patterns is part of a larger project for developing a pattern language for teaching in a foreign language. -
Aurora Tsai's Review of the Diagnosis of Reading in a Second Or Foreign
Reading in a Foreign Language April 2015, Volume 27, No. 1 ISSN 1539-0578 pp. 117–121 Reviewed work: The Diagnosis of Reading in a Second or Foreign Language. (2015). Alderson, C., Haapakangas, E., Huhta, A., Nieminen, L., & Ullakonoja, R. New York and London: Routledge. Pp. 265. ISBN 978-0-415-66290-1 (paperback). $49.95 Reviewed by Aurora Tsai Carnegie Mellon University United States http://www.amazon.com In The Diagnosis of Reading in a Second or Foreign Language, Charles Alderson, Eeva-Leena Haapakangas, Ari Huhta, Lea Nieminen, and Riikka Ullakonoja discuss prominent theories concerning the diagnosis of reading in a second or foreign language (SFL). Until now, the area of diagnosis in SFL reading has received little attention, despite its increasing importance as the number of second language learners continues to grow across the world. As the authors point out, researchers have not yet established a theory of how SFL diagnosis works, which makes it difficult to establish reliable procedures for accurately diagnosing and helping students in need. In this important contribution to reading and diagnostic research, Alderson et al. illustrate the challenges involved in carrying out diagnostic procedures, conceptualize a theory of diagnosis, provide an overview of SFL reading, and highlight important factors to consider in diagnostic assessment. Moreover, they provide detailed examples of tests developed specifically for diagnosis, most of which arise from their most current research projects. Because this book covers a wide variety of SFL reading and diagnostic topics, researchers in applied linguistics, second language acquisition, language assessment, education, and even governmental organizations or military departments would consider it an enormously helpful and enlightening resource on SFL reading. -
2 Numeric Control in Verse Constituent Structure 15 2.1 Introduction
Typological tendencies in verse and their cognitive grounding Varuṇ deCastro-Arrazola deCastro-Arrazola, V. 2018. Typological tendencies in verse and their cognitive grounding. Utrecht: LOT. © 2018, Varuṇ deCastro-Arrazola Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0) ISBN: 978-94-6093-284-7 NUR: 616 Cover illustration: Irati Gorostidi Agirretxe Typesetting software:Ǝ X LATEX Layout based on: LATEX class langscibook.cls developed by Timm Lichte, Stefan Müller, Sebastian Nordhoff & Felix Kopecky for the open-access linguistics pub- lisher Language Science Press (langsci-press.org). Published by: LOT Trans 10 phone: +31 30 253 6111 3512 JK Utrecht e-mail: [email protected] The Netherlands http://www.lotschool.nl Typological tendencies in verse and their cognitive grounding Proefschrift ter verkrijging van de graad van Doctor aan de Universiteit Leiden, op gezag van Rector Magnificus prof.mr. C.J.J.M. Stolker, volgens besluit van het College voor Promoties te verdedigen op donderdag 3 mei 2018 klokke 13:45 uur door Varuṇaśarman de Castro Arrazola geboren te Canberra in 1988 Promotores Prof.dr. Marc van Oostendorp (Radboud Universiteit Nijmegen) Prof.dr. Johan Rooryck (Universiteit Leiden) Promotiecommissie Prof.dr. Janet Grijzenhout (Universiteit Leiden) Prof.dr. Paula Fikkert (Radboud Universiteit Nijmegen) Prof.dr. Nigel Fabb (University of Strathclyde) The research for this book was carried out as part of the Horizon project 317- 70-010 Knowledge and culture, funded by the Dutch Organisation for Scientific Research (NWO). Indrari ikerketa berdin bizi baitugu Contents Acknowledgements xi 1 Introduction 1 1.1 On verse ................................ 1 1.2 Explaining verse ............................ 2 1.3 Outline of the dissertation ..................... -
Authentic Assessment for Speaking Skills: Problem and Solution for English Secondary School Teachers in Indonesia
International Journal of Instruction July 2020 ● Vol.13, No.3 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 587-604 Received: 16/05/2019 Revision: 17/02/2020 Accepted: 22/02/2020 OnlineFirst:08/05/2020 Authentic Assessment for Speaking Skills: Problem and Solution for English Secondary School Teachers in Indonesia M. Zaim Prof., at English Language Education, Universitas Negeri Padang, Indonesia, [email protected] Refnaldi English Language Education, Universitas Negeri Padang, Indonesia, [email protected] Safnil Arsyad Prof. at English Department, Universitas Bengkulu, Indonesia, [email protected] Although authentic assessment is obligatory in the 2013 Curriculum in Indonesia, teachers find many practical problems in English classrooms, especially when assessing students' speaking ability. This research aims to reveal the teachers' problems on authentic assessment to evaluate the English speaking skills of junior high school students, to find out teachers' need on the authentic assessment of speaking skill, and to develop a model of authentic assessment suitable with teachers' need and characteristics of the learners. This study was a research and development study using the ADDIE Model. The data of the study were obtained from teachers' responses on the questionnaires regarding the students' needs on the use of authentic assessment for English speaking skills. The finding shows (1) the problems faced by teachers regarding the assessment of specific language functions, (2) teachers' needs on the authentic assessment regarding the language functions, activities, and scoring rubrics for speaking skills, (3) the model of authentic assessment suitable with teachers' need related to language function, activities, and scoring rubrics The appropriate need analysis can be used effectively in developing authentic assessment for speaking skills. -
Estonian Transitive Verbs and Object Case
ESTONIAN TRANSITIVE VERBS AND OBJECT CASE Anne Tamm University of Florence Proceedings of the LFG06 Conference Universität Konstanz Miriam Butt and Tracy Holloway King (Editors) 2006 CSLI Publications http://csli-publications.stanford.edu/ Abstract This article discusses the nature of Estonian aspect and case, proposing an analysis of Estonian verbal aspect, aspectual case, and clausal aspect. The focus is on the interaction of transitive telic verbs ( write, win ) and aspectual case at the level of the functional structure. The main discussion concerns the relationships between aspect and the object case alternation. The data set comprises Estonian transitive verbs with variable and invariant aspect and shows that clausal aspect ultimately depends on the object case. The objects of Estonian transitive verbs in active affirmative indicative clauses are marked with the partitive or the total case; the latter is also known as the accusative and the morphological genitive or nominative. The article presents a unification-based approach in LFG: the aspectual features of verbs and case are unified in the functional structure. The lexical entries for transitive verbs are provided with valued or unvalued aspectual features in the lexicon. If the verb fully determines sentential aspect, then the aspectual feature is valued in the functional specifications of the lexical entry of the verb; this is realized in the form of defining equations. If the aspect of the verb is variable, the entry’s functional specifications have the form of existential constraints. As sentential aspect is fully determined by the total case, the functional specifications of the lexical entry of the total case are in the form of defining equations. -
An Introduction to Applied Linguistics This Page Intentionally Left Blank an Introduction to Applied Linguistics
An Introduction to Applied Linguistics This page intentionally left blank An Introduction to Applied Linguistics edited by Norbert Schmitt Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open from 9.00 to 5.00, Monday to Saturday, with a 24-hour message answering service. You can also order through our website www.hoddereducation.co.uk If you have any comments to make about this, or any of our other titles, please send them to [email protected] British Library Cataloguing in Publication Data A catalogue record for this title is available from the British Library ISBN: 978 0 340 98447 5 First Edition Published 2002 This Edition Published 2010 Impression number 10 9 8 7 6 5 4 3 2 1 Year 2014, 2013, 2012, 2011, 2010 Copyright © 2010 Hodder & Stoughton Ltd All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, of Saffron House, 6–10 Kirby Street, London EC1N 8TS. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin.