Folder: Bilingual Education
Language Proficiency Tests: Annotated Bibliography
Page Contents
A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | R | S | T | V | W | X | Y | Z
A
Aarts, Flor, & Schils, Erik (1995). Relative Clauses, the Accessibility Hierarchy, and the Contrastive Analysis Hypothesis. IRAL, 33, 1, 47-63 (EJ503170) Examined how well first-year English majors at the University of Nijmegen, Netherlands, performed on a relative clause test, with students retested after receiving instruction in relative clauses. Results found that 78% of the students scored better on the second test. The results are discussed in relation to accessibility hierarchy and the contrastive analysis hypothesis. (22 references) (MDM)
Abella, Rodolfo (1992). Achievement Tests and Elementary ESOL Exit Criteria: An Evaluation. Educational Evaluation and Policy Analysis, 14, 2, 169-74 (EJ450935) Examines Dade County (Florida) Public Schools' process for exiting limited English-proficient students (LEPSs) from the English-for-Speakers-of-Other- Languages (ESOL) Program. Results with 500 LEPSs show that exiters perform successfully in regular classrooms. The Stanford Achievement Test discriminated between LEPS and non-LEPS performance on language-related test components. (RLC)
Abu-Ghararah, Ali Hamzah (1990). EFL Speaking Inability: Its Causes and Remedies. Published in 1993. (EJ474819) Interviews with 6 English teachers and 71 Arab students studying English at a Saudi college of education revealed that student deficiencies in speaking English were related to negative attitudes toward speaking held by students, teachers, and peers; limited opportunities for speaking English; and inappropriate curriculum and teaching methods. Includes interview questions. (SV)
Adler, Sol (1991). Assessment of Language Proficiency of Limited English Proficient Speakers: Implications for the Speech-Language Specialist. Language, Speech, and Hearing Services in Schools, 22, 2, 12-18 Apr (EJ428606) This article describes and presents in full an instrument for assessing the speech-language skills of limited English proficient children. The role of the speech-language specialist on the assessment team is stressed. (Author/DB)
Al-Ansari, Saif, & Wigzell, Roy (1996). The Influence of the Tape-Recorder on Attainment in EFL. System, 24, 2, 233-43 Jun (EJ529486) Reports a study undertaken in Bahrain secondary schools to assess the contribution of tape recorders to learning outcomes in English as a Second Language (ESL). Findings revealed that students' proficiency correlated significantly with their perception of the frequency and skill with which their teacher use a tape recorder. (20 references) (Author/CK)
Alonso, Esther (1997). "La Evaluacion de la Actuacion Oral de los Hispanoparlantes Bilingues Mediante las Directrices de ACTFL (Evaluation of the Oral Presentation of the Bilingual Spanish Speaking Professionals by Moderators of the ACTFL). Hispania, 80, 2, 328-41 May (EJ546061) Discusses the validity of a rating scale created by the American Council on the Teaching of Foreign Languages for the purpose of measuring the oral language proficiency of bilingual professionals who are speakers of English and Spanish. Notes that this scale measures various levels of competence and features of an individual's speech. (14 references) (Author/CK)
B
Bachman, Lyle F., & Others (1990). A Comparison of the Abilities Measured by the Cambridge and Educational Testing Service EFL Test Batteries. Issues in Applied Linguistics, 1, 1, 30-54 Jun (EJ439700) The abilities measured by the First Certificate of English (FCE) administered by the Cambridge Local Examinations Syndicate are compared with the Test of English as a Foreign Language (TOEFL) administered by the Educational Testing Service. The analyses suggest that the FCE and TOEFL appear to measure the same common aspect of language proficiency. (30 references) (LB)
Bachman, Lyle F. (1995). Investigating Variability in Tasks and Rater Judgements in a Performance Test of Foreign Language Speaking. Language Testing, 12, 2, 239-57 Jul (EJ511948) Discusses the development of a foreign language (Spanish) test battery that was designed for two purposes: to place students in study-abroad programs appropriate to their language ability and to provide information on designing useful instruction for prospective study-abroad students. Results are presented into task and rater variability in the grammar ratings of the speaking subtest of the battery. (JL)
Bachman, Lyle F., & Others (1996). The Use of Test Method Characteristics in the Content Analysis and Design of EFL Proficiency Tests. Language Testing, 13, 2, 125-50 Jul (EJ529500) Discusses the value of content considerations in the design of language tests and the implications of the findings of various investigations of content analysis. The article argues that content analysis can be viewed as the application of a model of test design to a particular measurement instrument, using judgments of trained analysts. (26 references) (Author/CK)
Bailey, Kathleen M. (1996). Working for Washback: A Review of the Washback Concept in Language Testing. Language Testing, 13, 3, 257-79 Nov (EJ537715) Presents a literature review seeking to answer four questions: (1) What is washback? (2) How does washback work? (3) How can we promote positive washback? and (4) How can we investigate washback? A model is proposed that identifies participants, processes and products which may influence or be influenced by, washback. Strategies for investigating washback are discussed. (38 references) (Author/CK)
Bialystok, Ellen (1997). The Structure of Age: In Search of Barriers to Second Language Acquisition. Second Language Research, 13, 2, 116-37 Apr (EJ547487) Examines evidence offered to support the idea of a sensitive period for second language acquisition. Findings indicate that there is insufficient evidence to accept the claim that mastery of a second language is determined wholly, or even primarily, by maturational factors. (34 references) (Author/CK)
Blais, Jean-Guy, & Laurier, Michel D. (1995). The Dimensionality of a Placement Test from Several Analytical Perspectives. Language Testing, 12, 1, 72-98 Mar (EJ511940) Discusses the purpose of a French-as-a-Second-Language (FSL) placement test designed for students enrolling in FSL at the postsecondary level. The test measures proficiency level in French and consists of three parts: comprehension of a short paragraph, selection of the appropriate statement in a situation, and a fill-in-the-gap part. (JL)
Borras, Isabel, & Lafayette, Robert C. (1994). Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French. Modern Language Journal, 78, 1, 61-75 (EJ485107) The effects of subtitling during transactional task practice were investigated among fifth-semester college students of French. Results support and advance the knowledge generated by language research on subtitles: subtitles help learners not only to comprehend authentic linguistic input better but also to produce comprehensible communicative output. Four rating scales and an attitude questionnaire are appended. (Contains 43 references.) (LB)
Brice, Alejandro, & Absalom, Doug (1996). Classroom Pragmatics Skills: Investigating Adolescents Learning English as a Second Language. Journal of Children's Communication Development, 18, 2, (EJ552131) A study compared the pragmatic performance, using the Adolescent Pragmatics Screening Scale, between two groups of students (n=14) who had been enrolled in English-as-a-Second-Language (ESL) classes for varying lengths of time. Results yielded information about the rate at which Latino bilingual students' English pragmatic skills emerged. (Author/CR)
Buck, Gary (1992). Translation as a Language Testing Procedure: Does It Work? Language Testing, 9, 2, 123-48 (EJ457609) Two studies are reported that examined translation from second language to first language as a testing procedure. Results suggest that the widespread rejection of translation as a language testing procedure by teachers and testers is probably not warranted on psychometric grounds, but that it should be used with extreme care. (10 references) (Author/LB)
Buley-Meissner, Mary Louise (1992). Reading without Seeing: The Process of Holistic Scoring. Writing on the Edge, 4, 1, 51-65 (EJ479188) Argues that holistic scoring requires evaluators to suppress their interpretive judgment and treat students' writing differently than in any other situation, based on an analysis of videotaped reader-training sessions for an English Proficiency Essay Exam. (NH)
Burston, Jack (1995). The French CAT: An Assessment of Its Empirical Validity. Australian Review of Applied Linguistics, 18, 1, 52-68 (EJ516247) Investigates the empirical validity of the Monash-Melbourne computer adaptive test for French (French CAT). The article focuses on the accuracy of the French CAT as a tool for streaming incoming university students into three levels of a first-year (post-high school) French course. The test is demonstrated to be a good predictor of short-term achievement. (15 references) (Author/CK)
C
Cardoso, Rosana M. F. (1998). Authentic Foreign Language Testing in a Brazilian University Entrance Exam. (ED423675) This study analyzed English language tests administered in Brazil as part of a university entrance examination, focusing on the authenticity of its tests of second language reading comprehension, the concept of reading as an interactive process between reader and text, a proficiency-based view of language instruction, and the psychometric properties of a good test. Two reading tests that explicitly favor authenticity and proficiency are analyzed in two sections. The first concentrates on the types of questions in both tests and the language skill levels that are tapped by each question, according to American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. The second part is a reliability study, in which the consistency of scores is statistically analyzed to determine the overall quality of the tests. The reliability test is also performed to verify the hypothesis that a shorter test is less reliable than a longer one. (Contains 25 references.) (Author/MSE)
Castillo, Emma S. (1990). Validation of the RELC Test of Proficiency in English for Academic Purposes. RELC Journal: A Journal of Language Teaching and Research in Southeast Asia, 21, 2, 70-86 Dec (EJ467123) The SEAMEO Regional Language Centre (RELC) English Proficiency Test development project is described, including objectives and methodology. The first and second versions of the RELC test showed four kinds of validity (content/face, concurrent, construct, and predictive), but the second version was found to be more valid. (LB)
Caudery, Tim (1990). The Validity of Timed Essay Tests in the Assessment of Writing Skills. ELT Journal, 44, 2, 122-31 Apr (EJ407087) An examination found no significant differences between timed- and untimed-essay test scores of adolescent students of English as a Second Language. Results suggest that there is a need for more expansive research regarding sample size and age, different time limits, students' educational backgrounds, writing skill training, communicative aims, composition length, and subject matter. (Author/CB)
Chalhoub-Deville, Micheline (1995). A Contextualized Approach to Describing Oral Proficiency. Language Learning, 45, 2, 251-81 Jun (EJ519950) Studies learners' second-language (L2) oral proficiency, incorporating an interview, a narration, and a read-aloud. Results show that the nature of the L2 oral construct is not constant. The article concludes that proficiency researchers should use dimensions empirically derived according to the specific elicitation task and audience. (53 references) (Author/CK)
Chalhoub-Deville, Micheline (1997). The Minnesota Articulation Project and Its Proficiency-Based Assessments. Foreign Language Annals, 30, 4, 492-502 (EJ559639) Reports on the Minnesota Articulation Project, providing an overview of the projects' three principal working groups: political action, curriculum, and assessment. The article then outlines the theoretical underpinnings of the proficiency-based assessment instruments developed in French, German, and Spanish and describes in detail the content and format of these instruments. (Author/JL)
Chalhoub-Deville, Micheline (1997). Theoretical Models, Assessment Frameworks and Test Construction. Language Testing, 14, 1, 3-22 Mar (EJ544584) Reviews the usefulness of proficiency models influencing second language testing. Findings indicate that several factors contribute to the lack of congruence between models and test construction and make a case for distinguishing between theoretical models. Underscores the significance of an empirical, contextualized and structured approach to the development of assessment frameworks. (79 references) (Author/CK)
Chambers, Francine, & Richards, Brian (1995). The "Free Conversation" and the Assessment of Oral Proficiency. Language Learning Journal, 11, 6-10 Mar (EJ508456) Discusses the use of "free conversation" in oral examinations. The use of "free conversation" to describe structured interviews where the teacher does most of the questioning and the candidate supplies most of the information is inaccurate unless the format of tasks can genuinely allow the exchange of previously unknown information. (CK)
Chamot, Anna Uhl, & Others (1992). Learning and Problem Solving Strategies of ESL Students. Bilingual Research Journal, 16, 3-4, 1-34 (EJ507258) Among 32 ESL students who received training in metacognitive strategies for mathematics problem solving, those students who were the highest achievers in mathematics and whose teachers were involved extensively in project activities were better problem solvers than less able math students or students in low implementation classrooms. Includes problem-solving procedures, student interview guide, and teacher questionnaire. (TD)
Cheng, Li-Rong Lilly (1997). Diversity: Challenges and Implications for Assessment. Journal of Children's Communication Development, 19, 1, 55-62 (EJ561108 This document is NOT available from the EDRS (EDRS).) Discusses the inappropriate referral of culturally and linguistically diverse (CLD) students for speech-language therapy. Preassessment considerations that should be considered and the interrelatedness of culture, language, and communication as they impact on an individual learner's behavior are explained. Culturally appropriate assessment approaches are presented. (CR)
Chiang, Chung Shing, & Dunkel, Patricia (1992). The Effect of Speech Modification, Prior Knowledge, and Listening Proficiency on EFL Lecture Learning. TESOL Quarterly, 26, 2, 345-74 (EJ448702) Explores the effects of speech modification, prior knowledge, and listening proficiency on listening comprehension. Results show significant interactions between speech modification and listening proficiency and between prior knowledge and test type. The authors discuss the implications for teaching and testing of listening comprehension, stressing the need for further research. (85 references) (GLR)
Child, James, & Others (1993). Proficiency and Performance in Language Testing. Applied Language Learning, 4, 1-2, (EJ477797) Working definitions of proficiency and performance in language testing are established, and their role in multidimensional testing is examined. The discussion also covers the relationship between proficiency and performance, a comparison of both types of tests, and performance test scoring dilemmas. (Contains 17 references.) (Author/LB)
Clark, John L. D., & Hooshmand, Dariush (1992). "Screen-to-Screen" Testing: An Exploratory Study of Oral Proficiency Interviewing Using Video Teleconferencing. System, 20, 3, 293-304 Aug (EJ454539) This report discusses a study on the use of modern media techniques in long- distance oral testing that preserve the possibility of interaction by using video teleconferencing. Two test administration modes, face-to-face and screen-to- screen, are compared in an experimental design. (10 references) (VWL)
Coniam, David (1990). Reading Aloud Speed as a Factor in Oral Fluency and General Language Proficiency? (ED354746) A study investigated the validity of a second-language student's actual speed of delivery of a passage read aloud as an indicator of second-language fluency. The study, conducted in Hong Kong with 83 secondary school students, used the oral dialogue test in a standardized secondary school-leaving examination. The dialogues were timed and the rate of speed of delivery correlated with the students' overall subject grades and scores from the written and oral language portions of the standardized test. Results indicate that time taken to read the dialogue correlated very positively with examiners' dialogue-reading scores, as was expected, but also correlated highly with all other grades and scores. It is concluded that speed of delivery has an important relationship to both oral language skills and general language ability, and that its use as a factor in language tests is justifiable. A sample dialogue is appended. (MSE)
Coniam, David (1997). A Computerised English Language Proofing Cloze Program. Computer Assisted Language Learning, 10, 1, 83-97 Feb (EJ542947) Describes a computer program that takes multiple-choice cloze passages and compiles them into proofreading exercises. Results reveal that such a computerized test type can be used to accurately measure the proficiency of students of English as a Second Language in Hong Kong. (14 references) (Author/CK)
Cumming, Alister (1991). Uses of Biliteracy among Indo-Canadian Women Learning Language and Literacy. Canadian Modern Language Review, 47, 4, 697-707 Jun (EJ428658) Analysis of the needs of a group of Indo-Canadian women learning literacy in Vancouver suggests that the language of instruction should be based on literate language use, the status of minority and majority languages, gender roles, perceived needs, literacy and second-language proficiency, socioeconomic stability, and program supports. (Author/CB)
D
Daller, Helmut (1995). The Academic Language Proficiency of Turkish Returnees from Germany. Language, Culture and Curriculum, 8, 2, 163-73 (EJ521679) Studies the language proficiency of the Turkish returnees from Germany who were either born in Germany or emigrated there with their parents at a young age. Results indicate that returnees have a deficit in cognitive academic language proficiency compared to control groups and that a correlation exists between language proficiency in Turkish, German, and English in the control groups. (17 references) (Author/CK)
Davidson, Denise (1997). Monolingual and Bilingual Children's Use of the Mutual Exclusivity Constraint. Journal of Child Language, 24, 1, 3-24 Feb (EJ547511) Examined the use of the mutual exclusivity constraint in naming objects among young children monolingual in English or bilingual in English/Urdu or in English/Greek. The study used three tests of the constraint: disambiguation, rejection and restriction. Findings revealed that bilingual children used the constraint to a lesser extent than monolinguals. (25 references) (Author/CK)
Davies, Alan (1991). Performance of Children from Non-English Speaking Background on the New South Wales Basic Skills Tests of Numeracy: Issues of Test Bias and Language Proficiency. Language, Culture, and Curriculum, 4, 2, 149-61 (EJ443069) Results of basic skills literacy and numeracy tests administered to primary school students in New South Wales showed a large and consistent advantage in favor of students from English-speaking backgrounds. Although there was little evidence found for cultural bias, several test items were unnecessarily complex or unclear. (12 references) (Author/CB)
de Groot, Annette M. B., & Hoeks, John C. J. (1995). The Development of Bilingual Memory: Evidence from Word Translation by Trilinguals. Language Learning, 45, 4, 683-724 Dec (EJ519959) Investigates the relation between foreign language proficiency and multilingual lexicosemantic organization, using two sets of unbalanced Dutch-English-French trilingual adults as participants. Results indicate that foreign language proficiency determines multilingual lexicosemantic organization. (35 references) (Author/CK)
Denoyer, Richard A., & White, Michael (1990). TestsFallible Indicators of Educational Quality. NASSP Bulletin, 74, 523, 49-52 Feb (EJ403788) Presuming that test scores can accurately reflect educational quality is naive and potentially dangerous. Sophisticated statistical procedures cannot fully separate the effects of confounding background variables (ethnicity, language proficiency, or poverty) from test scores. A broad-based assessment model relying on multiple indices and longitudinal design is proposed. Includes eight references. (MLH)
Di Nicuolo, Giulia (1991). Problems of Testing Communicative Performance. Rassegna Italiana di Linguistica Applicata, 23, 2, 139-49 May-Aug (EJ434566) Explains why it is so difficult to define communicative testing, discusses problems related to communicative testing, and concludes with suggestions for further research. (15 references) (CFM)
Diaz, Rafael M., & Others (1991). The Effects of Bilingualism on Preschoolers' Private Speech. Early Childhood Research Quarterly, 6, 3, 377-95 Sep (EJ436472) Spanish-speaking preschoolers learning English in a bilingual preschool program were videotaped while working independently on tasks to examine their spontaneous private speech. Results show that the private speech of bilingual preschoolers appears to develop normally. Positive effects of second-language learning in a bilingual program on the frequency of private speech and diversity of use were found. (GLR)
Dornyei, Zoltan, & Katona, Lucy (1992). Validation of the C-test amongst Hungarian EFL Learners. Language Testing, 9, 2, 187-206 (EJ457613) A total of 102 university English majors were administered 4 different language tests to form a General Language Proficiency measure against which the C-test was evaluated. Results confirmed its reliability and validity and also provided data on text difficulty/appropriateness, word structure, content, and different scoring methods. (13 references) (Author/LB)
Douglas, Dan, & Selinker, Larry (1992). Analyzing Oral Proficiency Test Performance in General and Specific Purpose Contexts. System, 20, 3, 317-28 Aug (EJ454541) Reports on a study investigating whether a field-specific oral proficiency test would be a better predictor of field-specific performance than a general purpose oral proficiency test. A theoretical discussion is presented on field-specific language testing and guidelines for the construction of oral proficiency tests in specific purpose contexts. (15 references) (VWL)
Douglas, Dan (1995). Developments in Language Testing.
Dunkel, Patricia (1991). Computerized Testing of Nonparticipatory L2 Listening Comprehension Proficiency: An ESL Prototype Development Effort. Modern Language Journal, 75, 1, 64-73 (EJ423123) The early stages of development of a prototype test of listening comprehension for English-as-a-Second-Language are described, including objective setting, hardware and software considerations for speech storage and generation, general structure, student attitudes in initial field testing, and needed additional research. Proper creation and use of such tests is cautioned. (63 references) (MSE)
E
East, Patricia (1995). He She It, das "s" muss mit Who Formulates a Learner's Rules? Language Learning Journal, 12, 44-46 Sep (EJ516317) Describes a test aimed at investigating the rule knowledge stored in foreign- language learners heads and at determining the relationship between rule knowledge and second-language performance. (CK)
Edwards, Alison L. (1996). Reading Proficiency Assessment and the ILR/ACTFL Typology: A Reevaluation. Modern Language Journal, 80, 3, 350-61 (EJ532523) Examined the validity of the pragmatic approach to test difficulty put forward by Child (1987). This study investigated whether the Child discourse-type hierarchy predicts text difficulty for second-language readers. Results suggested that this hierarchy may provide a sound basis for developing foreign-language tests when it is applied by trained raters to tests including an adequate sample of passages. (29 references) (Author/CK)
Elder, Catherine, & Zammit, Susan (1992). Assessing Performance in Languages Other than English: The Contribution of the Australian Language Certificates. Vox, 6, 14-20 (EJ452310) Describes the Australian Language Certificates project, an initiative which provides incentives to students studying second languages by offering external recognition of achievement and enhancing the status of secondary school language learning. It includes listening and reading assessment tasks in six languages. Students receive certificates based on voluntary performance. (SM)
Elder, Catherine (1994). Proficiency Testing: A Benchmark for Language Teacher Education. Babel: Australia, 29, 2, 8-19 Jul-Sep (EJ555650) Discusses what constitutes adequate language proficiency on the part of the language teacher for the classroom and the problems associated with defining and measuring the language skills of language teachers. Considers these issues in the context of an Italian language proficiency project undertaken at the University of Melbourne, Australia. (39 references) (Author/CK)
Elder, Catherine (1996). The Effect of Language Background on "Foreign" Language Test Performance: The Case of Chinese, Italian, and Modern Greek. Language Learning, 46, 2, 233-82 Jun (EJ530849) Considers the validity of applying common assessment instruments and scales to assess the language skills of Australian school-age language learners from different first-language backgrounds. Findings reveal a strong relationship between home exposure to the language and the level of performance on the listening and reading components of the tests. (39 references) (Author/CK)
Ellis, James (Dec 1993). Japanese Students Abroad: Relating Language Ability in Class and in the Community. (ED370433) A study investigated the relationship between language contacts made outside of the classroom by Japanese foreign students and how those contacts affect their participation within the classroom and their overall academic performance. Subjects were 32 university students from Japan enrolled in an intensive language program. All of the students had studied English in secondary school as well as at the university. The students were classified as high-input-generators or low- input-generators according to their participation in class, and responded to a questionnaire concerning language contact. Teachers' observations of student participation and subjects' grade point averages were also gathered. Results indicate a positive correlation between use of English outside and inside the classroom with high academic achievement in language and academic subject matter. Low language contact and low participation in class also correlated with low academic achievement. Promotion of participation in the community and encouragement in development of social contacts outside the classroom are recommended for foreign students. The language contact questionnaire is appended. Contains 14 references. (MSE)
F
Fahmy, Jane Jackson, & Bilton, Linda (1992). The Sociocultural Dimension of TEFL Education. The Omani File. Journal of Multilingual and Multicultural Development, 13, 3, 269-89 (EJ457577) Presents results of a background survey and proficiency test of student teachers at Sultan Qaboos University in the Sultanate of Oman. TEFL student teachers lacked confidence in their speaking ability but had a positive attitude toward the use and study of English in their country. (61 references) (LT)
Farhady, H., & Keramati, M. N. (1996). A Text-Driven Method for the Deletion Procedure in Cloze Passages. Language Testing, 13, 2, 190-207 Jul (EJ529503) Proposes a text-driven method for the deletion procedure in cloze passages. An appropriate passage for the proficiency level of the subjects was developed, with the standard cloze and eight different versions. Results suggest that this method is superior to the fixed-ratio deletion method on some grounds and that the differences among subjects' performance on different versions of cloze tests were significant. (24 references) (Author/CK)
Felix-Ortiz, Maria, & Others (1994). A Multidimensional Measure of Cultural Identity for Latino and Latina Adolescents. Hispanic Journal of Behavioral Sciences, 16, 2, 99-115 May (EJ488543) Items from several existing acculturation scales were used to develop a multidimensional assessment of cultural identity and biculturalism. Items assessed language use, values and attitudes, behavior, and familiarity with aspects of American and Latino culture. Results from 130 Latino college students showed differences in language preference, activism, and preferred social affiliations based on level of acculturation. (KS)
Fierros, Mario (1992). An Assessment of Spanish at Glendale Community College. Hispania, 75, 2, 429-31 May (EJ444584) Glendale Community College's (AZ) Spanish-language education program includes priorities in the following areas: four skills (listening, speaking, reading, and writing) and culture; counseling students; and use of technology for teaching and assessing language use and for professional development. (LB)
Flewelling, Janet, & Others (1994). Testing Teacher Proficiency: Developing a Framework for a Communicative Language Proficiency Test. Assessment & Evaluation in Higher Education, 19, 2, 91-97 (EJ491318) In response to concern about the French language proficiency of teachers of French as a first or second language in Canada, a test of communicative competence designed for teacher selection and evaluation was developed. The rationale for, development of, and response to the test are discussed. (MSE)
Fortune, Tara, & Jorstad, Helen L. (1996). U.S. Immersion Programs: A National Survey. Foreign Language Annals, 29, 2, 163-90 (EJ558302) Identifies key components of U.S. Language immersion programs and offers a description of existing partial and full immersion schools. The survey parallels information-gathering efforts in Canada and Europe by providing details and summaries of demographic information, teachers, materials, target language proficiency and use, program structure and content, student and program assessment, inservice teacher education, and articulation. (Author/JL)
Fotos, Sandra S. (1991). The Cloze Test as an Integrative Measure of EFL Proficiency: A Substitute for Essays on College Entrance Examinations? Language Learning, 41, 3, 313-36 Sep (EJ432974) Analysis of the use of a cloze-procedure test to measure the English-as-a-Second- Language (ESL) proficiency of Japanese college students revealed that the cloze test correlated significantly with an essay test and improved prediction of ESL proficiency, suggesting that carefully constructed cloze tests could be useful in integrative language assessment. (28 references) (CB)
Fotos, Sandra S. (1994). Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness-Raising Tasks. TESOL Quarterly, 28, 2, 323-51 (EJ488122) A study of three grammar consciousness-raising tasks dealing with word order among Japanese university students showed that the tasks successfully promoted both proficiency gains and second-language negotiated interaction in participants. Negotiation quantity was determined by the combination of task features present rather than the nature of the task content. The tasks are appended. (Contains 49 references.) (Author/LB)
Fouly, Kamal A., & Others (1990). The Divisibility of Language Competence: A Confirmatory Approach. Language Learning, 40, 1, 1-21 Mar (EJ410431) Investigated the nature of second-language proficiency with respect to its divisibility and components. The correlated-traits and second-order hypotheses were evaluated using 354 students learning English-as-a-Second-Language, a wide range of language proficiency measures, and comfirmatory data-analytic techniques. (36 references) (Author/OD)
Fraser, Carol A., & Mougeon, Francoise (1990). Developing a Test of Advanced Bilingualism: The Glendon Experience. Canadian Modern Language Review, 46, 4, 723-37 May (EJ410424) A study of the Glendon Examination of Bilingual Competence included a survey of former candidates, students, and faculty regarding perceptions of test content and format and development and piloting of a new test. Issues arising in the research are discussed. The test and grading criteria are appended. (Author/MSE)
Friedman, Miriam, & Others (1991). The Use of Standardized Patients to Evaluate the Spoken-English Proficiency of Foreign Medical Graduates. Academic Medicine, 66, 9 suppl pS61-63 Sep (EJ433086) A study found that trained standardized patients could provide a reliable assessment of English proficiency of foreign medical graduates by comparison with a standardized language test, but further research is needed to determine whether it is necessary to provide a clinical context for language assessment. (MSE)
Fulcher, Glenn (1996). Testing Tasks: Issues in Task Design and the Group Oral. Language Testing, 13, 1, 23-51 Mar (EJ526156) Investigates issues surrounding the use of tasks in oral tests with particular reference to group discussion. The article focuses on language testing, second- language acquisition, and discourse analysis to shed light on the selection of tasks for use in oral tests. (65 references) (Author/CK)
Fulcher, Glenn (1997). An English Language Placement Test: Issues in Reliability and Validity. Language Testing, 14, 2, 113-39 Jul (EJ549220) Describes a reliability and validity study of the placement test used at the University of Surrey, England, to identify students requiring English language support while studying at the university level. The study examines administrative and logistic constraints and assesses the test's usefulness within this context. (21 references) (Author/CK)
G
Gallego, Juan Carlos (1990). The Intelligibility of Three Nonnative English-Speaking Teaching Assistants: An Analysis of Student-Reported Communication Breakdowns. Issues in Applied Linguistics, 1, 2, 219-37 Dec (EJ439706) A method for examining intelligibility is studied that involves recording undergraduates' immediate feedback on communication breakdowns, and then analyzing those breakdowns with English-as-a-Second-Language specialists. Pronunciation was found to be the major cause of unintelligibility. (10 references) (Author/LB)
Gandara, Patricia, & Merino, Barbara (1993). Measuring the Outcomes of LEP Programs: Test Scores, Exit Rates, and Other Mythological Data. Educational Evaluation and Policy Analysis, 15, 3, 320-38 (EJ471909) Data collected at three schools in California with programs for students of limited English proficiency (LEP) suggests that exit rates should not be the focus of evaluations of LEP programs and that schools cannot adequately answer questions about students' academic achievement and English language acquisition by program type. (SLD)
Ganschow, Leonore, & Others (1992). Speech/Language Referral Practices by School Psychologists. School Psychology Review, 21, 2, 313-26 (EJ450912) A total of 951 school psychologists responded to a survey about language learning disabilities and speech/language referral practices. Findings suggest limited training about speech and language disorders and a need to develop greater awareness of appropriate assessment measures among school psychologists. (SLD)
Ganschow, Leonore, & Sparks, Richard (1996). Anxiety About Foreign Language Learning among High School Women. Modern Language Journal, 80, 2, (EJ527751) Examines the relationship between anxiety and native-language skill and foreign- language aptitude measures among high school foreign-language learners using the Foreign Language Classroom Anxiety Scale (FLCAS). Findings suggest that skill in one's native language may affect aptitude for learning a foreign language and that the FLCAS may provide an early indicator of basic language problems. (65 references) (Author/CK)
Garcia-Vazquez, Enedina (1995). Acculturation and Academics: Effects of Acculturation on Reading Achievement among Mexican-American Students. Bilingual Research Journal, 19, 2, 305-15 (EJ514017) Measures of acculturation to the school environment and to student's own culture were administered to 23 Mexican American students in grades 7-9 in a rural midwestern town. Student reading achievement on the Iowa Test of Basic Skills was not related to scores on either measure of acculturation, but was related to level of English language proficiency. (SV)
Gefen, Raphael (1992). What Do the Various Final Examination Levels Signify? English Teachers' Journal: Israel, 44, 48-51 May (EJ461356) The structure, level, and contents of four categories of final examinations, including the three-Point, four-Point, and five-Point Bagrut exams, are discussed. Possible reasons are offered for why some students take higher level examinations than those for which they are prepared. (LB)
Geranpayeh, Ardeshir (1994). Are Score Comparisons across Language Proficiency Test Batteries Justified?: An IELTS-TOEFL Comparability Study. (ED373555) This paper reports on a study conducted to determine if comparisons between scores on the Test of English as a Foreign Language (TOEFL) and the International English Language Testing Service (IELTS) are justifiable. The test scores of 216 Iranian graduate students who took the TOEFL and IELTS, as well as the Iranian Ministry of Culture and Higher Education Test of English Proficiency (MCHE), from 1990-92 were compared. The study found high to moderate correlations between TOEFL and IELTS scores. Comparisons indicate that a score of 6 on IELTS is roughly equated with 600 on TOEFL, the minimum requirement for non-native speakers to gain admittance to most English-language graduate schools. A score of 6.5 on IELTS is roughly equated with 600 on TOEFL, the minimum requirement for non-native speakers to gain admittance to a linguistics department in most English-language graduate schools. The scores of the most proficient subjects on the two tests were found to be less comparable than the scores of less proficient subjects. An appendix contains a correlational matrix among subsections of the three tests. (Contains 23 references.) (MDM)
Ghonsooly, Behzad (1993). Development and Validation of a Translation Test. (ED360838) Translation testing methodology has been criticized for its subjective character. No real strides have so far been made in developing an objective translation test. In this paper, certain detailed procedures including various phases of pretesting have been performed to achieve objectivity and scorability in translation testing methodology. In validating the newly-developed objective translation test, the following research questions are asked: (1) What is the reliability of scores of the translation test and how does it compare with the criterion measure; (2) What is the concurrent validity of the test and of the criterion measure? and (3) Are there any factors such as underlying constructs that the translation test and each subtest of the criterion measure may assess? The following general hypothesis is proposed: in measuring the English proficiency of Iranian EST university learners, a translation test is as valid and reliable as a standardized objective test. Results showed significant reliability for the new test. Contains 10 references. (Author/JL)
Gomez, Leo, & Others (1996). Naturalistic Language Assessment of LEP Students in Classroom Interactions. Bilingual Research Journal, 20, 1, 69-92 (EJ541672) Describes the development of an instrument designed to assess the language competence of second language learners by observing natural interactions in transitional bilingual classrooms. A pilot study that assessed the social language of 24 bilingual fifth-graders in a summer math program provided data for examining the instrument's reliability and validity. Contains 44 references. (LP)
Gonzalez, Virginia, & Others (1996). Theoretical and Practical Implications of Assessing Cognitive and Language Development in Bilingual Children with Qualitative Methods. Bilingual Research Journal, 20, 1, 93-131 (EJ541673) Examines methodological problems affecting assessment of bilingual children's cognitive and language development. Analysis of three qualitative instruments used to identify gifted students among Mexican American bilingual kindergartners revealed the influence of first and second language, verbal and nonverbal assessment procedures, multiple measurements and informants, individualized assessment, and evaluators' personalities on the assessment of bilingual children. Contains 41 references. (LP)
Grant, Leslie (1997). Testing the Language Proficiency of Bilingual Teachers: Arizona's Spanish Proficiency Test. Language Testing, 14, 1, 23-46 Mar (EJ544585) Describes current procedures used for testing bilingual teachers in the United States and focuses on one means of assessment used in Arizona. Examinee questionnaire responses, teacher questionnaire responses and test section analysis all contributed evidence for validity. (33 references) (Author/CK)
Griffin, Patrick E., & Others (1991). The Use of Latent Trait Methods To Examine Second Language Proficiency. (ED336949) The Adult Migrant Education Service (AMES) of Victoria, Australia provides courses in English as a Second Language to non-English speaking migrants. Reviews currently under way are attempting to determine the effectiveness of this program and to find ways that might be used to help teachers assess the development of the students and to diagnose the difficulties so that instruction might be more effective. This study focuses on the development of instruments to assess client language skills. The diversity of ethnic groups and the wide range of client needs, background, personal characteristics, and courses offered made this a difficult task. This report describes the current assessment procedures of AMES, definitions of student language proficiency and achievement, definitions of language teaching objectives, the expansion of these objectives into test items, development of an interview test, field testing the interview test model, and analysis of student performance on the test. It was concluded that the reliability of the test was adequate for the purposes of individual diagnosis, and that the practice of embedding test items in a conversational flow enabled discourse to be assessed in a setting that simulated authentic conversation. (JL)
Gu, Yongqi, & Johnson, Robert Keith (1996). Vocabulary Learning Strategies and Language Learning Outcomes. Language Learning, 46, 4, 643-79 Dec (EJ541148) Discusses an attempt to establish the vocabulary learning strategies used by Chinese university learners of English in Beijing and the relationship between their strategies and outcomes in learning English. Findings reveal that two metacognitive strategies emerged as positive predictors of vocabulary test scores and that visual repetition of new words was the strongest negative predictor. (51 references) (Author/CK)
Gupta, Abha, & Mitchell, Judy (1994). Issues of Competence and Performance in Language Assessment. Linguistics and Education, 6, 1, 17-31 (EJ488107) A specific standardized test of language proficiency, the Grammatical Analysis of Elicited Language (GAEL), for hearing-impaired children was used to examine language usage between the tester and the child. Results from a two-part test (imitated and prompted) show that communicative competence needs to be incorporated into the test as part of language proficiency assessment. (Contains 31 references.) (Author/LB)
H
Hafner, Anne L., & Ulanoff, Sharon H. (1994). Validity Issues and Concerns for Assessing English Learners: One District's Approach. Special issue titled "Assessment Issues for the 1990's." (EJ490349) Describes the language-arts assessment instrument developed and piloted by a small urban school district that has a high percentage of students learning English as a Second Language. Developing the instrument, training teachers to be scorers, and the actual piloting of the reading and writing portions of the evaluation are detailed. (SLD)
Hagen, L. Kirk (1990). Logic, Linguistics, and Proficiency Testing. ADFL Bulletin, 21, 2, 46-51 (EJ402561) Responds to criticism against the use of the oral proficiency interview for foreign language testing through examination of the concept of logic and language testing, components of speaking ability, and the limits of linguistic theory. (20 references) (CB)
Hagtvet, Knut A., & Hagtvet, Bente E. (1990). The Discriminant Predictive Validity of the Reynell Developmental Language Scales. Scandinavian Journal of Educational Research, 34, 1, 77-88 (EJ412534) The discriminant validity of two subscales of the Reynell Developmental Language Scales (RDLS) was investigated using data from 225 children given the RDLS at age 4 and the Illinois Test of Psycholinguistic Abilities at age 5. Results support the hypothesis; the RDLS scales measure distinct but correlated language abilities. (SLD)
Henning, Grant (1992). The ACTFL Oral Proficiency Interview: Validity Evidence. System, 20, 3, 365-72 Aug (EJ454544) Reports results of variety of validity analyses involving American Council on Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview as it was administered to 59 learners of English and 60 learners of French. Concludes that ACTFL guidelines can be useful as an assessment tool and offer advantages that warrant serious consideration in the development of language testing procedures. (VWL)
Henning, Sylvie Debevec (1992). Assessing Literary Interpretation Skills. Foreign Language Annals, 25, 4, 339-55 Sep (EJ450191) Based on a comprehensive language proficiency assessment project, this article reports on a four-level scale that assesses literary interpretation. The notional components are sequenced from the specific and concrete to the general and abstract, with focus on literary components that can be used to interpret any work. (Author/LB)
Herman, Rebecca L., & Flanigan, Beverly Olson (1995). Adding Grammar in a Communicatively Based ESL Program for Children: Theory in Practice. TESL Canada Journal, 13, 1, 1-16 (EJ518117) Elementary school students (n=11) were pretested and then given daily formal instruction for 2 weeks in use of past tense and plural noun forms and then posttested. A significant difference was found between these students and control group in detection and correction of noun plural forms, but not in similar test of past tense forms. (49 references) (Author/CK)
Hoekje, Barbara, & Linnell, Kimberly (1994). "Authenticity" in Language Testing: Evaluating Spoken Language Tests for International Teaching Assistants. TESOL Quarterly, 28, 1, 103-26 (EJ481633) Bachman's framework of language testing and standard of authenticity for language testing instruments were used to evaluate three instrumentsthe SPEAK (Spoken Proficiency English Assessment Kit) test, OPI (Oral Proficiency Interview), and a performance testas language tests for nonnative-English-speaking teaching assistants. (Contains 53 references.) (Author/LB)
I
Ingram, D. E. (1991). The International English Language Testing System (IELTS): The Speaking Test. (ED360824) The International English Language Testing System (IELTS) assesses proficiency in English both generally and for special purposes of non-native English speakers studying, training, or learning English in English-speaking countries. The Speaking subtest of the IELTS measures a candidate's general proficiency in speaking in everyday situations via a structured, five-phase oral interview. During the interview, the interviewer and candidate exchange introductions, the candidate speaks at length about a familiar topic, queries the interviewer, expresses ideas and attitudes, and the interviewer concludes the session. Maximum speaking proficiency is then rated against the Band Scale. Documentation for the speaking test includes training and administration manuals for interviewers, a sample test, and the Speaking Band Scale. Issues to be addressed in future research on the IELTS Speaking subtest include validity and reliability of the Speaking test, its relationship with other subtests of the IELTS and with other tests, rater consistency, the use of lay persons as interviewers, and effect of the interview situation. (JP)
J
Jafarpur, Abdoljavad (1990). On Multiple-Factor Models of Language Proficiency: Factor Analysis of an EFL TEST. IRAL, 28, 1, 75-81 Feb (EJ408747) Reports on an experiment undertaken to explore further whether language proficiency is divisible or unitary, using the principal factor analysis, and to identify the factors involved with the scores of 58 subjects of similar language and cultural backgrounds. (Author/CB)
Jafarpur, Abdoljavad (1996). Native Speaker Performance Validity: In Vain or for Gain? System, 24, 1, 89-95 Mar (EJ527757) Explores the feasibility of native speaker performance criterion for validating tests for nonnative speakers. The article analyzes the results of a cloze test administered to 202 Americans and 323 students of English as a Foreign Language. Findings suggest that the efficacy of the cloze procedure is in question more than ever before. (72 references) (Author/CK)
Jarvis, Lorna H., & Others (1995). Effect of Bilingualism on Cognitive Ability: A Test of the Level of Bilingualism Hypothesis. Applied Psycholinguistics, 16, 3, 293-308 Sep (EJ513657) Examined the effects of bilingualism on cognitive ability among 50 third- and fourth-grade Mexican Spanish-English bilinguals with low English proficiency. No relationship was found between degree of bilingualism and nonverbal intelligence, contrary to the level of bilingualism hypothesis. (Contains 36 references.) (MDM)
Johncock, Phil (1991). International Teaching Assistants Tests and Testing Policies at U.S. Universities. College and University, 66, 3, 129-37 (EJ427341) A survey of 100 universities revealed test types, cut-off scores, and processes for testing language proficiency and performance of international teaching assistants. Results indicated the tests are complicated, time-consuming, and politically sensitive. Issues emerging include department role, use of adjustment period before teaching, and relationship of tests or training to performance. (Author/MSE)
Johnson, Ruth, & Moore, Rita (1997). A Link between Reading Proficiency and Native-Like Use of Pausing in Speaking. Applied Language Learning, 8, 1, 25-42 (EJ552193) Investigated whether a correlation exists between a nonnative English speaker's reading proficiency in English and the use of native-English-like pausing in reading aloud. Results indicate a statistically significant although moderate correlation between students' reading test scores and their native-like use of pausing in reading aloud. (38 references) (Author/CK)
K
Kasper, Loretta Frances (1997). The Impact of Content-Based Instructional Programs on the Academic Progress of ESL Students. English for Specific Purposes, 16, 4, 309-20 (EJ555615) Presents evidence that content-based instruction at the intermediate level of English language proficiency not only enhances performance at that level but may also help to facilitate English-as-a-Second-Language students' subsequent performance in the college academic mainstream and increase their likelihood of earning a college degree. (27 references) (Author/CK)
Ke, Chuanren (1995). An Analysis of Results from the ACTFL Oral Proficiency Interview and the Chinese Proficiency Test Before and After Intensive Instruction in Chinese as a Foreign Language. Foreign Language Annals, 28, 2, 208-22 (EJ514926) This study investigated the nature of progress made in learning Chinese as a Foreign Language by adult learners in an intensive summer program in an American university setting. Chinese language ability of 22 students was measured by a multiple choice test and an interview test. Data are interpreted and discussed in terms of implications for language teaching and testing. (JL)
Keefe, Charlotte Hendrick, & Hoge, Debra Reichert (1996). In-Class Intervention for Students Identified as Behaviorally Disordered. Intervention in School and Clinic, 31, 4, 218-24 Mar (EJ519876) This paper offers a collaborative service delivery model and suggestions for language intervention strategies, goals, and assessment for students with behavioral disorders, to be implemented by teachers and speech-language pathologists. The intervention strategies can be integrated with academic and behavioral objectives. (DB)
Kim, Hye-Ryun (1994). L2 Acquisition of English Reflexives by Native Speakers of Korean. (ED370423) This study investigated how Korean adult learners of English at various levels of proficiency interpret English reflexives. The subjects consisted of 15 ninth- graders with 2.5 years of English instruction, 15 eleventh-graders with 4.5 years of instruction, 15 first-year college students with 6.5 years of instruction, and 15 graduate students who had studied in the United States for 3 or more years. Two control groups of American and Korean college students were also tested. The subjects completed a written test in which they were asked to identify the antecedent of the reflexive verb in 16 English sentences (the Korean control group took the test in Korean). The study found that as the subjects' proficiency increased, more subjects systematically bound reflexives only to local antecedents. The most advanced learners showed no performance difference from the American control group. (MDM)
Kitao, S. Kathleen (1993). Preparation for and Results of a Short-Term Overseas Study Program in the United States. (ED370381) A summer 1992 program in which Doshisha Women's Junior College (Japan) students studied at Mary Baldwin College (Virginia) for three weeks is discussed. Program aspects described include program development, student motivation for joining, student preparation for the study-abroad experience, effects of the experience on their English language proficiency and image of the Unites States, and student feelings about the program. Student preparation included 12 orientation sessions. The stay in the United States included English language and American culture classes, field trips, and a 4-day homestay. Student attitudes, as measured in surveys during the first week of the program and after returning, suggest that students found learning about English language functions in context most useful, felt their English proficiency had improved significantly, felt Americans were kinder and more friendly than anticipated, and that the United States was less dangerous than feared. Suggestions are made for future research. The two student questionnaires are appended. (MSE)
Kitao, Kenji (Oct 1994). Getting Students To Read Actively. (ED379911) This article discusses Japanese students' difficulties in reading English, overviews some of the problems of college English textbooks, presents the results of research on the subject, and discusses characteristics of measures of readability. Teaching methods that have proven effective with Japanese students and activities for engaging students in active reading are also discussed. Problems Japanese students experience with reading English include giving equal weight to each word, failure to understand the connections among sentences in a paragraph and difficulty in summarizing passages. To investigate English reading proficiency, the JALT English Reading Project used two parallel testsJALT English Reading Test: Forms A and C, each with five sectionsa dialogue, directions, a newspaper article, an essay and a poemto measure college students' English reading proficiency. There was a high correlation between reading ability and reading speed and a higher correlation between these two factors among students with the highest scores. To teach the subject effectively, well organized readings with concrete information chosen to suit goals of the class are required. The number of words in a passage should be specified in order to calculate reading speed. Passages require exercises to improve reading comprehension and spoken English. Difficult vocabulary should be accompanied by explanations in easy English. Other activities for motivating students include independent reading, computer-assisted instruction, and using newspapers for extensive reading. (Contains 38 references.) (CK)
Kroll, Barbara (1991). Understanding TOEFL's Test of Written English. RELC Journal: A Journal of Language Teaching and Research in Southeast Asia, 22, 1, 20-33 Jun (EJ467125) The topic development process for the Educational Testing Service's Test of Written English (TWE) is described, along with the work of the Core Reader group and the procedures for reading and scoring the TWE. The TWE scoring guide (revised 2/90) is appended. (Contains 20 references.) (Author/LB)
Kuhlemeier, Hans, & van den Bergh, Huub (1997). Effects of Writing Instruction and Assessment on Functional Composition Performance. Assessing Writing, 4, 2, 203-23 (EJ563854 This document is NOT available from the EDRS (EDRS).) Examines relationships between writing instruction and functional composition performance of third-year secondary education Dutch students. Finds that, of 36 instructional characteristics, effective ones included instruction and exercises in writing functional texts, writing for a specific purpose, tailoring to a particular audience, global rating of students writing by the teacher, and frequent evaluation of Dutch language proficiency through teacher-made tests. (RS)
Kuo, Jane, & Jiang, Xixiang (1997). Assessing the Assessments: The OPI and the SOPI. Foreign Language Annals, 30, 4, 503-12 (EJ559640) An overall examination of the two forms of oral proficiency testing currently in use in most language teaching programs across the country: the oral proficiency interview and the simulated oral proficiency interview. Test administration, response elicitation, and rating procedures are examined comparatively, and a general overview of the theoretical underpinnings, administrative support from their test developers, and test structures and contents is provided. (Author/JL)
L
Lam, Tony C. M. (1993). Testability: A Critical Issue in Testing Language Minority Students with Standardized Achievement Tests. Measurement and Evaluation in Counseling and Development, 26, 3, 179-91 Oct (EJ470211) Describes testability of language-minority students as likelihood of language- minority students meeting five test assumptions necessary for valid scores. Discusses strategies for ensuring and enhancing testability. Explains how state departments of education and school districts use two sets of criteria to exempt language-minority students from standardized achievement testing. (Author/NB)
Lantolf, James pp. Frawley, William (1992). Rejecting the OPIAgain: A Response to Hagen. ADFL Bulletin, 23, 2, 34-37 (EJ439664) Addresses the effectiveness of the oral proficiency interview in assessing foreign language skills, responding to arguments regarding the logic of the interview method, the American Council on the Teaching of Foreign Languages (ACTFL) guidelines and levels of proficiency, and the relationship between linguistic knowledge and the bases of proficiency. (10 references) (CB)
Lazaraton, Anne, & Riggenbach, Heidi (1990). Oral Skills Testing: A Rhetorical Approach. Issues in Applied Linguistics, 1, 2, 196-217 Dec (EJ439705) The development, implementation, and evaluation of a semidirect test of oral proficiency, the Rhetorical Task Examination (RTE), is reported. The RTE proposes a compromise approach to rating oral skills by having two scales: one for the functional ability for accomplishing rhetorical tasks and one for linguistic competence. (34 references) (Author/LB)
Lee, Jeong-Won, & Schallert, Diane Lemonnier (1997). The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: A Test of the Threshold Hypothesis in an EFL Context. TESOL Quarterly, 31, 4, 713-39 (EJ562790 This document is NOT available from the EDRS (EDRS).) Examines the contribution of second-language proficiency and first-language reading ability in terms of the threshold hypothesis of language proficiency. (38 references) (Author/CK)
Lewin, Louise, & Others (1996). Meeting the Challenge: The Creation of a Communicative Test for Evaluating the Proficiency of Second Language Teachers. Mosaic, 4, 1, 9-14 (EJ535934) Suggests a test to assess the language proficiency of second language teachers prior to their admission to teacher education programs in Canada or their being hired by a school board. The themes explored include education in general, classroom organization, stories as told by teachers and learners, and different forms of communication. (21 references) (Author/CK)
Lewis, Catherine Porter (1990). Assessing the Foreign Language Major at the State University of New York: An Interim Report. ADFL Bulletin, 21, 3, 35-39 (EJ408667) An assessment plan to evaluate student outcomes of foreign language studies and four other disciplines at the State University of New York is presented. Measurement vehicles, including the American Council on the Teaching of Foreign Languages rating scale, and assessment plan materials, such as the foreign language course handbook and portfolio are described. (GLR)
Lewkowicz, Jo (1991). Testing Listening Comprehension: A New Approach? (ED354751) Some of the issues involved in validating two English second-language listening comprehension tests are examined. The tests were two different levels of a listening summary-cloze measure developed for use in a battery of language proficiency tests in the second and fourth years of university-level study in China. In them, students listen to a talk or short lecture and complete a cloze- procedure summary of the topic, based on notes taken. The listening comprehension subtests were piloted with 203 and 117 students, respectively. Scores were correlated with those of other subtests and with total scores. Results suggest that this listening summary cloze test has a number of advantages: (1) the talk/lecture format allows the examiner considerable latitude in selection and presentation of topic, for both effectiveness and security; (2) the format lends itself to a large number of cloze items; and (3) while marking of items is largely objective, examinees are not restricted to exact words or phrases but can demonstrate their comprehension of the text. Selection of text and deletions and careful test administration are seen as crucial to test effectiveness. Further research on retention of content over time is recommended. (MSE)
Liddicoat, Anthony (1996). Oral Interaction and the Languages Profile. Babel: Australia, 31, 2, 4-7,35 Jul-Sep (EJ555675) Examines the concept of culture from the perspective of language teaching and explores how conversation analysis assists in the teaching of culture in interaction. Argues that one outcome of language teaching should be communicative competence, that the model of language underlying an assessment is crucial, and that the interdependence of language skills has been recognized in the Australian languages profile. (12 references) (Author/CK)
Lightbown, Patsy M., & Spada, Nina (1997). Learning English as a Second Language in a Special School in Quebec. Canadian Modern Language Review, 53, 2, 315-55 Jan (EJ539296) Describes a school in Quebec, in which students enrolled in an intensive English- as-a-Second-Language program (ESL) use English in a variety of communicative interactions inside and outside the ESL classroom. Assessment of students' performance indicates that they achieve higher levels of English than comparable students in other intensive ESL courses. (28 references) (Author/CK)
Lindblad, Torsten (1992). Oral Tests in Swedish Schools: A Five-Year Experiment. System, 20, 3, 279-92 Aug (EJ454538) Looks at the large-scale experiments on the testing of oral proficiency in English, French, and German that have been carried out over the last five years in the Swedish gymnasium. Various kinds of tasks and different grading criteria have been used, and the practical problems of scheduling and of teacher training have been discussed. (nine references) (VWL)
Loheyde, Kristin I. (1993). Foreign Language Teaching at the University of Pennsylvania: A Language Planning Case Study. (ED359776) The development and implementation of undergraduate second language programs at the University of Pennsylvania are analyzed in terms of several models of language planning. First, the stated foreign language proficiency goals of the four undergraduate colleges (arts and sciences, nursing, economics, and engineering and applied science), the Penn Language Center, the Office of International Programs, and the various foreign language departments are outlined. Strategies used for implementing those goals are then enumerated, including proficiency testing, the less commonly taught languages and content-based instruction used at the Penn Language Center, other study abroad programs sponsored by the Office of International Programs and campus-wide resources and projects to promote language use. Outcomes in the various programs are examined, and it is concluded that, despite the apparent dedication and achieved outcomes of these efforts, there is evidence of some hesitancy to commit fully to language instruction, including reluctance to require language skills before matriculation and limited articulation or interaction between language centers and related programs. In the context of a language planning framework such as that of J. Fishman (1979) problems or areas for improvement are identified in the phases of issue clarification, codification of purposes and procedures, elaboration of priorities and deadlines, implementation, evaluation, and iteration/cultivation. Contains 34 references.) (MSE)
Loughrin-Sacco, Steven J. (1990). The Reflections and Confessions of an ACTFL Oral Proficiency Interview Workshop Participant. Canadian Modern Language Review, 46, 4, 706-13 May (EJ410422) In addition to the benefits of the oral proficiency movement, problems are seen, including flaws in the claim that the testing is proficiency based, the potential misuse of competency-based education, and the Oral Proficiency Interview's inability to test nonlinguistic barriers to communication. (Author/MSE)
Lussier, Denise, & Others (1993). Measuring Second Language (L2) Proficiency in High School Level Exchange Students. Canadian Modern Language Review, 49, 3, 526-49 Apr (EJ465545) A study was conducted to identify appropriate standardized tests of English second-language proficiency among foreign high school students after a three- month stay, for use in a battery of tests to determine achievement gains. Identification of three potential tests and further considerations in selecting the appropriate test are reported here. (24 references) (MSE)
Lynch, Tony (1994). The University of Edinburgh Test of English at Matriculation: Validation Report. (ED373556) This paper reports on a two-part evaluation of the Test of English at Matriculation (TEAM) in use at the University of Edinburgh. TEAM has been used since 1987 to identify entering non-native speakers of English who are likely to be at risk linguistically and who should receive English language support. Separate samples of candidates' scores were used to assess: (1) TEAM's concurrent validity with other measures of English language proficiency, such as the English Language Proficiency Test Battery (EPTB) and the International English Language Testing Service (IELTS); and (2) TEAM's predictive validity in relation to academic outcome. The results indicate strong correlations between TEAM and existing proficiency tests, particularly with EPTB. The findings also suggest that TEAM performs predictively as well as other measures, with scores on the TEAM listening subtest being especially indicative. (MDM)
M
MacIntyre, Peter D., & Others (1997). Biases in Self-Ratings of Second Language Proficiency: The Role of Language Anxiety. Language Learning, 47, 2, 265-87 Jun (EJ547537) Examines perceived competence in a second language (L2) as a function of actual competence and language anxiety. Anglophone college students with varied competency in French completed scales of language anxiety and a modified version of the "can-do" test, which assessed their self-perceptions of competence on 26 French tasks. Findings indicate that L2 anxiety, perceived competence, and actual competence intercorrelated. (61 references) (Author/CK)
Mackey, Alison, & Others (1991). Rapid Profile: A Second Language Screening Procedure. (ED360822) Rapid Profile, developed by Manfred Pienemann of National Languages Institute of Australia/Language Acquisition Research Centre, is a computer-based procedure for screening speech samples collected from language learners to assess their level of language development as compared to standard patterns in the acquisition of the target language. Rapid Profile was developed from standard Profile Analysis (Fletcher, Garman, & Crystal, 1976) which is based on an interview, full transcription of the interview, and analysis of the transcript. RapPro Trainer uses the same observation interface as the Rapid Profile procedure but has added features based on a compact disc containing high quality recordings of learner speech. Rapid Profile can be carried out in real time, uses spoken data, and uses an informant, an analyst, and a facilitator as participants. Tasks involved in the data elicitation procedure are detailed, as is the observation screen used by the human assessor during the task elicitation/assessment session. Rapid Profile's report module and the training necessary to correctly administer a Rapid Profile assessment are also addressed. (JP)
Matthews, Margaret (1990). The Measurement of Productive Skills: Doubts concerning the Assessment Criteria of Certain Public Examinations. ELT Journal, 44, 2, 117-21 Apr (EJ407086) Discusses problems with the current trend in using behavior trait-based criteria to assess English-as-a-Second-Language productivity skills, and describes alternatives to such testing that involve the matching of linguistic tasks against nonlinguistic criteria. (Author/CB)
McNamara, T. F. (1995). Modelling Performance: Opening Pandora's Box. Applied Linguistics, 16, 2, 159-79 Jun (EJ506782) This paper argues that it is necessary for researchers and test developers in the area of language performance testing to have a clear understanding of the role of underlying performance capacities in second language performance. It critically evaluates the models proposed by Hymes, Canale and Swain, and Bachman. (71 references) (MDM)
Medina, Marcello, Jr., & Escamilla, Kathy (1992). English Acquisition by Fluent- and Limited-Spanish-Proficient Mexican Americans in a 3-Year Maintenance Bilingual Program. Hispanic Journal of Behavioral Sciences, 14, 2, 252-67 May (EJ446335) Studied the longitudinal impact of a maintenance bilingual education program on the development of English in Spanish-speaking Mexican-American children in grades K-2. Subjects who were limited in both Spanish and English proficiency gained more in English achievement than those who were fluent in Spanish but not in English. (KS)
Merriman, William E., & Kutlesic, Vesna (1993). Bilingual and Monolingual Children's Use of Two Lexical Acquisition Heuristics. Applied Psycholinguistics, 14, 2, 229-49 Jun (EJ467093) In this study, 36 Serbian/English bilinguals and 42 English monolinguals (aged 5- 8 years) received a successive name training assessment of 2heuristics: criterial use of highlighted features and preservation of mutual exclusivity. Results support the view that monolingual and bilingual acquisition fosters the development of different word learning skills and expectations. (33 references) (Author)
Milleret, Margo (1991). Assessing the Gain in Oral Proficiency from Summer Foreign Study. ADFL Bulletin, 22, 3, 39-43 (EJ425852) Discusses the use of the American Council on the Teaching of Foreign Languages Oral Proficiency Interview for assessing the effect of study abroad on foreign language learning, and provides a detailed account of the use of the Portuguese Speaking Test as a means of assessing participants of a summer program in Brazil. (15 references) (JL)
Mislevy, Robert J. (1995). Test Theory and Language-Learning Assessment. Language Testing, 12, 3, 341-69 (EJ516208) A conceptualization of test theory is discussed that addresses issues of weight and coverage of evidence for statements framed in recent educational/psychological paradigms. Implications for language assessment built around the American Council on the Teaching of Foreign Languages' guidelines are considered. (26 references) (Author/CK)
Mitchell, Lisa A. (1991). English Placement Testing: Recognizing the Sociolinguistic Context. World Englishes, 10, 1, 75-82 (EJ428729) Comparison of university students' scores on the University of Illinois' English Placement Test revealed that English-as-a-Second-Language students scored much higher on the dictation section and English-as-a-Foreign-Language students scored much higher on the structure (grammar) section, suggesting a need for cautious interpretation of such tests. (18 references) (CB)
Moeller, Aleidine J., & Reschke, Claus (1993). A Second Look at Grading and Classroom Performance: Report of a Research Study. Modern Language Journal, 77, 2, 163-69 (EJ465536) Eighty-four students enrolled in German classes completed graded communication activities and oral proficiency interviews to examine whether grades motivate classroom performance. Data show that grading does not affect foreign language performance as measured by the OPI, the American Association of Teachers of German Achievement Test, and the final course grade. (eight references) (JP)
Moeller, Aleidine Kramer, Ed. (1995). The Teaching of Culture and Language in the Second Language Classroom: Focus on the Learner. Theme issue. (EJ533508) The seven chapters of this theme issue on second-language instruction illustrate the pedagogical shift from measuring language achievement to emphasizing language proficiency. The issue explores empirical and theoretical investigations into second-language acquisition research in both affective and cognitive domains. (SLD)
Moya, Sharon S., & O'Malley, J. Michael (1994). A Portfolio Assessment Model for ESL. Journal of Educational Issues of Language Minority Students, 13, 13-36 (EJ489574) A set of recommendations is offered for using portfolio assessment with elementary and secondary limited-English-proficient students. Characteristics of an exemplary portfolio procedure are described along with a rationale for monitoring students' language development and a planning model. (Contains 42 references.) (LB)
Murphey, Tim (1995). Tests: Learning through Negotiated Interaction. TESOL Journal, 4, 2, 12-16 (EJ499413) Examines ways to involve language students in the test-making process. Discusses student-generated test items, test goals, outdoor paired vocabulary testing, interactive grading, and peer testing. Argues that student learning is more important than test scores. (nine references) (MDM)
N
Nakajima, Yuko (1997). Politeness Strategies in the Workplace: Which Experiences Help Japanese Businessmen Acquire American English Native-like Strategies? (ED409742) A study investigated which experiences helped Japanese learners of English as a second language acquire native-like politeness strategies and how Japanese businessmen perceive the relationship between degrees of indirectness and politeness in Japanese and in English. Subjects were 22 adult males, including 17 native speakers of Japanese working for large businesses and living in Japan or the United States, and a comparison group of 5 native speakers of American English working in a large American firm. The subjects completed discourse completion tasks and a questionnaire. The discourse completion tasks involved refusals, giving embarrassing information, and disagreement in interactions between lower- and higher-status colleagues. Responses revealed patterns both within and across cultural groups. It is concluded that living experience in the target culture helped learners acquire native-like pragmatic competence, and that the Japanese and American businessmen shared an understanding of the relationship between degrees of politeness and directness. All valued their native norms in speaking to higher-status colleagues. Contains 18 references. The questionnaire is appended. (MSE)
Nakamura, Yuji (1992). Differences in N/NN Teachers' Evaluation of Japanese Students' English Speaking Ability. (ED423665) A survey of 32 Japanese and 44 native English-speaking teachers of English as a Second Language investigated how the two groups evaluate the English speech skills of Japanese students. A 59-item questionnaire was designed to elicit comparative information on definition of oral proficiency, criteria (including newer ones derived from instruction focusing on communicative competence) used to assess oral skills, and the relative importance attached to these criteria. Results suggest significant differences overall between Japanese and native English-speakers' standards in two main assessment categories, fluency and discourse factors, although no significant differences appeared within subcategories of these criterion groups. The questionnaire is appended. (MSE)
Nibungco, Jim T., & Williams, Mary Duyckinck (1996). Designing Oral Assessment for Nontraditional ESL Students in a Community College. College ESL, 6, 1, 85-94 Jun (EJ530885) Discusses the design of oral assessment measures to test the language proficiency of incoming Hispanic students into community colleges. The article emphasizes that focusing on oral skills has helped nontraditional English-as-a-Second- Language (ESL) students realize that they can master English. (nine references) (Author/CK)
North, Brian (1995). The Development of a Common Framework Scale of Descriptors of Language Proficiency Based on a Theory of Measurement. Special issue: "Language Qualifications in Europe." (EJ521623) Reports on results of a Swiss project designed to provide descriptions of language competence at various cross-over points at which Swiss learners change from one educational sector to another in order to create a coherent information system for course planning, coordination of certification, self-assessment, and reporting achievement. (72 references) (CK)
Norton, Bonny, & Starfield, Sue (1997). Covert Language Assessment in Academic Writing. Language Testing, 14, 3, 278-94 Nov (EJ557045) Discusses the lack of clarity in which proficiency in written English was taken into account in the assessment of the academic writing of second-language students at a South African university. Argues that, if universities are to be accountable to their students, the criteria used in the assessment of assignments and examinations should be made explicit. (15 references) (Author/CK)
O
O'Connor, Diane, & Others (1990). The Performance of ENFI and Non-ENFI Students on Gallaudet University's English Placement Test, 1989-90. Teaching English to Deaf and Second-Language Students, 8, 2, 10-17 (EJ430081) Examination of the impact of English Natural Form Instruction (ENFI) Project activities on deaf students' performance on an English placement test revealed that ENFI students performed better than non-ENFI students in expressive English skills and that ENFI activities seemed to benefit most those students with higher receptive language skills and language proficiency. (seven references) (CB)
O'Connor, N., & Hermelin, B. (1991). A Specific Linguistic Ability. American Journal on Mental Retardation, 95, 6, 673-80 May (EJ429965) A young man with hydrocephalic brain injury was found to be an able linguist and received normal scores on the Peabody Picture Vocabulary Test in French, German, and Spanish. His performance intelligence was tested separately and found low. His linguistic talents are discussed as an intelligence quotient-independent linguistic talent. (Author/PB)
O'Loughlin, Kieran (1995). Lexical Density in Candidate Output on Direct and Semi-direct Versions of an Oral Proficiency Test. Language Testing, 12, 2, 217-37 Jul (EJ511947) This article examines the effects of test format and task type on candidate output in direct and semidirect versions of the oral interaction subtest of the Australian Assessment of Communicative English Skills. Results are discussed in relation to the degree of interactiveness and other factors that appear to influence lexical density and to the validity and interchangeability of the two kinds of oral proficiency tests. (JL)
Ochoa, Salvador Hector, & Others (1996). An Investigation of School Psychologists' Assessment Practices of Language Proficiency with Bilingual and Limited-English-Proficient Students. Diagnostique, 21, 4, 17-36 (EJ532387) A study of the language proficiency assessment practices of 859 school psychologists, when working with bilingual or limited English proficient students, found that 62 percent of school psychologists conducted their own assessments and most often used the Peabody Picture Vocabulary Test-Revised or the Test de Vocabulario en Imagenes Peabody. Outside sources most frequently used the Language Assessment Scale. (CR)
Oller, John W., Jr. (1991). Foreign Language Testing, Part 2: Its Depth. This article is the second installment of a two-part essay. (EJ434572) A discussion of the theoretical underpinnings of pragmatic approaches to foreign language testing focuses on why methods emphasizing holistic approaches to language through sensible experience are more effective than bit-by-bit, discrete- point, surface-oriented approaches that tend to neglect meaning. (21 references) (Author/CB)
Oller, John W., Jr. (1997). Monoglottosis: What's Wrong with the Idea of the IQ Meritocracy and Its Racy Cousins? Applied Linguistics, 18, 4, 467-507 Dec (EJ558295) Argues that the claims made in defense of IQ tests as measures of innate intelligence are unreasonable and false. Attempts to establish what the views of the vanguard of IQ testers are, their origin, how IQ tests have been applied and what they consist of. Aims to show the incorrectness of those views, uses, and interpretations. (200 references) (Author/CK)
Oscarson, Mats (1995). A National Evaluation Programme in the Swedish Compulsory School: Assessment of Achievement in Foreign Languages. System, 23, 3, 295-306 Aug (EJ518090) This article examines Swedish efforts to evaluate foreign-language achievement in compulsory (elementary and early secondary) schools. Evaluations conducted in 1989 and 1992 found that goal achievement in English-as-a-Second-Language instruction is largely in line with prescribed curriculum objectives. Contains 27 references. (MDM)
Otte, George (1996). Yes (and No) to a Double Standard. College ESL, 6, 1, 16-28 Jun (EJ530880) Argues that the assessment of English-as-a-Second-Language (ESL) students ought to be determined by ESL faculty prepared to take into account their special needs and that ESL students should "ultimately" be held to the same standards as all other students. The article emphasizes that good assessment will give an accounting of strengths and weaknesses across multiple performances and criteria. (23 references) (CK)
P
Padilla, Amado M., & Others (1996). Development and Implementation of Student Portfolios in Foreign Language Programs. Foreign Language Annals, 29, 3, 427-38 (EJ532613) Discusses a collaboration in the design and implementation of student portfolios to examine growth in foreign-language proficiency. Analysis of the portfolios showed that many factors should be considered by teachers in deciding on contents and objectives of the portfolios. (Author/JL)
Park, Eun-Ja Kim (1995). Voices of Korean-American Students. Adolescence, 30, 120, 945-53 (EJ517467) Korean American students (n=207) participated in a survey to identify special concerns. Although the majority of these students are well-adjusted and their self-concept appears to be highly positive, 78% were concerned about their parents' limited English proficiency, 56% were not happy with their school work, and approximately a third expressed concern regarding learning difficulties and the language barrier. (JPS)
Park, Gi-Pyo (1997). Language Learning Strategies and English Proficiency in Korean University Students. Foreign Language Annals, 30, 2, 211-21 (EJ554043) Investigated the relationship between language learning strategies and second language proficiency for Korean students of English as a Second Language. Findings indicate that the relationship between strategies and proficiency was linear; strategies were significantly correlated with test scores; and cognitive and social strategies were more predictive of scores than other strategies. (Author/CK) (41 references)
Pearson, Bethyl A, & Lee, K. Samuel (1992). Discourse Structure of Direction Giving: Effects of Native/Nonnative Speaker Status and Gender. TESOL Quarterly, 26, 1, 113-27 (EJ443055) A test on the effects of native/nonnative (NS/NNS) English-speaker status and gender on the structure of directions issued by native speakers of English is reported. It confirms that direction giving is highly conventionalized and that NS/NNS status and gender systematically influence a small range of linguistic choices. (24 references) (Author/LB)
Pearson, Bethyl, & Berghoff, Cathy (1996). London Bridge Is Not Falling Down: It's Supporting Alternative Assessment. TESOL Journal, 5, 4, 28-31 (EJ530813) Discusses how the appropriate interweaving of assessment and teaching encourages students to participate actively in their own learning. The article describes one teacher's efforts to enhance the proficiency of the English language-math learners in her class by encouraging the students to work toward an exhibition of student-built models of famous bridges from around the world. (five references) (Author/CK)
Peirce, Bonnie N., & Others (1993). Self-Assessment in Two French Immersion Programs. Applied Linguistics, 14, 1, 25-42 Mar (EJ459650) Compares the self-assessments of French proficiency made by approximately 500 grade 8 students in 2 different French immersion programs (early and middle) in Toronto, Canada. (38 references) (VWL)
Peirce, Bonny Norton, & Stewart, Gail (1997). The Development of the Canadian Language Benchmarks Assessment. TESL Canada Journal, 14, 2, 17-31 (EJ546029) Describes the development of a language assessment instrument to be used across Canada to place adult newcomers in instructional programs appropriate for their level of English proficiency. Describes field testing and rating of the instrument, and discusses work in progress on the ongoing validation of the instrument. (31 references) (Author/CK)
Perkins, Kyle, & Others (1996). An Investigation of Patterns of Discontinuous Learning: Implications for ESL Measurement. Language Testing, 13, 1, 63-82 Mar (EJ526158) Tests the hypothesis that there is no monotonic relationship between increasing competence in different linguistic domains and growth in second-language proficiency. The article concludes with an introduction to some assessment models that can accommodate discontinuous growth patterns. These models can describe and model a student's qualitative cognitive state and knowledge structures. (62 references) (Author/CK)
Phillips, June K. (1993). Paradigm Shifts and Directions of the Tilt. Canadian Modern Language Review, 50, 1, 144-49 Oct (EJ479539) Theories and practices in second-language learning have changed in many ways, particularly toward communicative or proficiency-oriented outcomes. The discussion emphasizes proficiency and performance, communicative objectives, instructional approaches that promote proficiency, and testing and assessment. (Contains 10 references.) (LB)
Purcell, Sue (1996). Graded Objectives for Adults Learning Russian. Language Learning Journal, 13, 80-81 Mar (EJ526143) Discusses the Graded Objectives for Adults Learning (GOLF) Russian program. The aim of the GOLF program is to have four levels, with Level Four being considered equivalent to a good GCSE pass, at which stage students will have a good working knowledge of the language and a wide vocabulary. (CK)
R
Raimes, Ann (1990). The TOEFL Test of Written English: Causes for Concern. TESOL Quarterly, 24, 3, 427-42 (EJ427229) Describes the development of the Educational Testing Service's (ETS) tests of composition for native speakers of English and of the Test of English as a Foreign Language's (TOEFL) Test of Written English (TWE). Recommendations are provided for carefully scrutinizing new developments in ETS testing as they affect students. (39 references) (GLR)
Read, John (1990). Providing Relevant Content in an EAP Writing Test. English for Specific Purposes, 9, 2, 109-21 (EJ410383) Considers the question of how best to elicit samples of writing for assessment in an English-for-academic-purposes proficiency test and assure that every test taker has something to write about. Three types of writing tasks are defined and analyzed, and examples are given. (25 references) (GLR)
Reed, Daniel J. (1992). The Relationship between Criterion-Based Levels of Oral Proficiency and Norm- Referenced Scores of General Proficiency in English as a Second Language. System, 20, 3, 329-45 Aug (EJ454542) Presents data from validation study of American Council on Teaching of Foreign Languages (ACTFL) Oral Proficiency (OPI). Distinctness of OPI ratings from scores generated by Test of English as a Foreign Language and one other examination is assessed on basis of comparisons among 70 sets of scores from students of English as Second Language who took all 3 tests. (VWL)
Reed, Mellissa Testerman, & McCallum, R. Steve (1995). Construct Validity of the Universal Nonverbal Intelligence Test (UNIT). Psychology in the Schools, 32, 4, 277-90 Oct (EJ522626) Data from 104 school children were analyzed to determine the psychometric and conceptual soundness of the Universal Nonverbal Intelligence Test (UNIT), devised for children with limited English language proficiency. Examines test validity through construct validity, confirmatory factor analysis, and exploratory factor analysis in comparison with the Woodcock-Johnson Revised Tests of Cognitive Ability. (JPS)
Rhine, Steve (1995). The Challenge of Effectively Preparing Teachers of Limited-English-Proficient Students.
Ross, Steven (1992). Accommodative Questions in Oral Proficiency Interviews. Language Testing, 9, 2, 173-86 (EJ457612) In an examination of definition of oral proficiency, this study investigated the phenomenon of variation in questions posed by interviewers at key junctures in the interview process. It is argued that perceptions of oral proficiency are reflected in the extent of accommodation in interviewer questioning. (23 references) (Author/LB)
Ross, Steven, & Berwick, Richard (1992). The Discourse of Accommodation in Oral Proficiency Interviews. Studies in Second Language Acquisition, 14, 2, 159-76 Jun (EJ445903) Examination of oral proficiency interview discourse suggests that the extent of interviewer accommodation is an overlooked criterion for gauging the authenticity of the interview as simulated conversational interaction and that misplaced accommodation could threaten interview validity and the rating process. (61 references) (Author/CB)
Ruetten, Mary K. (1994). Evaluating ESL Students' Performance on Proficiency Exams. Journal of Second Language Writing, 3, 2, 85-96 (EJ488130) A study of the success of English-as-a-Second-Language (ESL) students on an institutional exit exam showed that ESL students are twice as likely as native English speakers to fail the exam although they compensate by passing the appeal. The findings suggest that portfolio assessment may be more valid for judging ESL students' writing. (Contains 25 references.) (Author/LB)
S
Survey of the Field of Applied Linguistics. Issue (EJ501483) Reviews recent theoretical, methodological, and analytical developments in language testing, focusing on more refined models of language ability, reliability and validity, performance testing, innovative test formats, new applications of Item Response Theory and Generalizability Theory to test performance. An annotated bibliography discusses seven important works in the field. (131 references) (MDM)
Sanchez-Herrero, Silvia A., & Sanchez, Ma del Pilar (1992). The Predictive Validation of an Instrument Designed to Measure Student Anxiety in Learning a Foreign Language. Educational and Psychological Measurement, 52, 4, 961-66 Win (EJ458541) A study with 118 male and 87 female junior high school students in Spain using a scale developed to assess anxiety among Spanish students associated with learning a second language found a relationship between low anxiety and superior performance in the second language (English). The scale obtained predictive validity. (SLD)
Sasaki, Miyuki (1993). Relationships among Second Language Proficiency, Foreign Language Aptitude, and Intelligence: A Protocol Analysis. Language Learning, 43, 4, 469-505 Dec (EJ477775) In a supplement to Sasaki's 1993 study, six of the same participants took different types of second-language proficiency (SLP) tests, a foreign language aptitude battery, and an intelligence test. Results revealed differences in information processing between the high and low SLP groups. (Contains 35 references.) (Author/LB)
Sasaki, Miyuki (1993). Relationships among Second Language Proficiency, Foreign Language Aptitude, and Intelligence: A Structural Equation Modeling Approach. Language Learning, 43, 3, 313-44 Sep (EJ472765) Investigates relationships among measures of second-language proficiency (SLP), foreign-language aptitude, verbal intelligence and reasoning in 160 Japanese college students studying English. The factor analysis of several different SLP test scores was examined, and the relationship between a general SLP factor and a hypothetical general cognitive factor was assumed to influence foreign language aptitude. (55 references) (JL)
Sasaki, Miyuki, & Hirose, Keiko (1996). Explanatory Variables for EFL Students' Expository Writing. Language Learning, 46, 1, 137-74 Mar (EJ527817) Investigates factors influencing Japanese university students' expository writing in English. Quantitative analysis revealed that students' second-language (L2) proficiency, first-language writing ability, and metaknowledge were significant in explaining L2 writing ability variance. An explanatory model for writing ability in English as a Foreign Language is proposed. (58 references) (Author/CK)
Scheibner-Herzig, Gudrun, & Others (1991). RepetitionA Means to Predict Foreign Language Oral Proficiency. IRAL, 29, 3, 229-40 Aug (EJ439656) Presents a repetition test that was found to be suited in measuring English language proficiency by German students. The construction and administration of the test are explained, and an analysis of its effectiveness is provided. (23 references) (GLR)
Schonenberg, Nancy, & Others (1993). ATLAS: An Adaptive Model for Measuring Language Proficiency. CALICO Journal, 11, 2, 45-50 (EJ489590) By order of the Civil Service Commission of Belgium, Didascalia, the University of Antwerp developed an adaptive system for evaluating second-language proficiency. A computer model based on probability and information theory was developed; the first module of the ATLAS test currently assesses approximately 15,000 civil servants yearly. (one reference) (Author/LB)
Schrank, Fredrick A., & Others (1996). Comparative Validity of Three English Oral Language Proficiency Tests. Bilingual Research Journal, 20, 1, 55-68 (EJ541671) Examines three English oral language proficiency tests in terms of whether the tests measure basic interpersonal communication skills or cognitive-academic language proficiency. Suggests that oral language proficiency tests should be academic in nature if their purpose is to determine whether language-minority students can meet the demands of monolingual instruction in English. (LP)
Sciarone, A. G. (1995). A Fully Automatic Homework Checking System. IRAL, 33, 1, 35-46 (EJ503169) This study compared the exam performance of 65 foreign students of Dutch whose homework had been regularly checked by a computer program with 62 students whose homework had been randomly checked. On a 100-item proficiency test the former group obtained an average score of 77.2, while the latter group obtained an average score of 65.4. (Contains 21 references.) (MDM)
Scott, Renee S., & Rodgers, Barbara C. (1993). Assessing Communication in Writing: The Development of a Spanish Writing Contest. Foreign Language Annals, 26, 3, 383-92 (EJ491184) This article reports on the process of developing a proficiency-oriented writing contest, as well as a system of assessment of that writing based on a set of rubrics for each level of writing. (Contains six references.) (VWL)
Segalowitz, Norman, & Others (1995). Vocabulary Skill: Single-Case Assessment of Automaticity of Word Recognition in a Timed Lexical Decision Task. Theme issue topic: "Language Acquisition." (EJ506802) This study illustrates a procedure for analyzing a single subject's variability of response times in a simple, timed lexical task. It examined the extent to which second language English word recognition in this subject was subserved by automatic as opposed to controlled processes. (33 references) (MDM)
Shohamy, Elana (1995). Performance Assessment in Language Testing.
Survey of the Field of Applied Linguistics. Issue (EJ501484) Reviews recent trends in performance testing, focusing on different definitions of performance testing; the extent to which performance tests have drawn upon the theoretical discussions of competence and performance; research on performance tests; and future developmental and research questions. (66 references) (MDM)
Shohamy, Elana (1997). Testing Methods, Testing Consequences: Are They Ethical? Are They Fair. Language Testing, 14, 3, 340-49 Nov (EJ557050) Argues that language tests employing methods not fair to all test takers are unethical. Ways of reducing sources of unfairness in language testing is discussed. (15 references) (Author/CK)
Sikogukira, Matutin (1993). Influence of Languages Other than the L1 on a Foreign Language: A Case of Transfer from L2 to L3. (ED360843) Most research on language transfer has been conducted on the first and second language. This paper describes a case of transfer from the second language to the third language, specifically the influence of French (L2) on the learning of English (L3). The study focuses on French-English lexical cognates and suggests that although the learners perceive French and English as closely related, they do not adopt a wholesale transfer strategy. Their assessment of the transferability of the cognates seems to depend on such factors as the category of cognates, the sense relations holding between cognates and other semantically related lexemes, and the learners' level of proficiency. (Author/JL)
Smith, J. David, & Johnson, George Lee, Jr. (1997). Margaret Mead and Mental Retardation: Words of Understanding, Concepts of Inclusiveness. Mental Retardation, 35, 4, 306-09 Aug (EJ552161) Discusses Margaret Mead's insights on mental retardation. Her study of intelligence scores of Italian children, which analyzed correlations between test performance, language, immigration date, and social status, is used to indicate recognition of the multicultural complexities of mental retardation. Her belief in social integration is also discussed. (CR)
Southard, Bruce, & Sheorey, Ravi (1992). Measures of Oral Proficiency in English; A Comparison of the Rated Interview and the Test of Spoken English. College ESL, 2, 2, 52-67 Dec (EJ459761) The results of this study indicate that a well-designed, on-campus interview conducted by experienced English-as-a-Second-Language teachers who are given structured training in evaluating oral proficiency can be used as an alternative instrument if a standardized test like the Test of Spoken English (TSE) is not readily available. (24 references) (KM)
Sparks, Richard L., & Others (1997). Foreign Language Proficiency of At-Risk and Not-At-Risk Learners over 2 Years of Foreign Language Instruction: A Follow-Up Study. Journal of Learning Disabilities, 30, 1, 92-98 Jan-Feb (EJ542686) Seven sophomores at risk for problems with learning a foreign language were taught using a multisensory structured language approach. Over two years, they made significant gains on native language phonological/orthographic measures and a foreign language aptitude test. Despite gains, the students did not catch up with typical students on these measures. (Author/CR)
Spolsky, Bernard (1997). The Ethics of Gatekeeping Tests: What Have We Learned in a Hundred Years? Language Testing, 14, 3, 242-47 Nov (EJ557042) Argues that tests have always been used as a means of political and social control. Maintains that test results are unreliable, especially at the extremes, that their predictive power is weak and that language testers need to be skeptical and need to insist on complete information on candidates' backgrounds for selection decision making. (10 references) (Author/CK)
St. John, Jennifer (1992). The Ontario Test of ESL Oral Interaction Test. System, 20, 3, 305-16 Aug (EJ454540) Describes the Ontario Test of English as a Second Language Oral Interaction Test and reports on its use in a research project to establish procedures for certifying an advanced level or a bilingual level of proficiency. (3 references) (VWL)
Stansfield, Charles W., & Others (1990). The Development and Validation of the Portuguese Speaking Test. Hispania, 73, 3, 641-51 Sep (EJ413370) Describes the development and validation of the Portuguese Speaking Test, a simulated oral proficiency interview that uses a semidirect approach to examine proficiency in personal conversation, direction-giving, description, narration, topical discourse, and real-life situations. (CB)
Stansfield, Charles W., & Kenyon, Dorry Mann (1992). Research on the Comparability of the Oral Proficiency Interview and the Simulated Oral Proficiency Interview. System, 20, 3, 347-64 Aug (EJ454543) Reviews research that sheds light on the comparability of Oral Proficiency Interview and the Simulated Oral Proficiency Interview. Suggestions are provided for further research. (16 references) (VWL)
Stansfield, Charles W., & Others (1992). The Measurement of Translation Ability. Modern Language Journal, 76, 4, 455-67 (EJ454528) Variables that constitute translation ability are discussed, based on a two-year development and validation study of job-related tests of translation ability for the Federal Bureau of Investigation. The project involved the development of two parallel forms of the Spanish into English Verbatim Translation Exam (SEVTE). (five references) (LB)
Stansfield, Charles W., & Kenyon, Dorry Mann (1992). The Development and Validation of a Simulated Oral Proficiency Interview. Modern Language Journal, 76, 2, 129-41 (EJ447310) Reports on an alternative approach to the face-to-face interview for eliciting speech samples to evaluate second-language proficiency, discussing the reliability and validity of the Indonesian Speaking Test, an example of the tape- mediated simulated oral proficiency interview method. (18 references)(CB)
Stansfield, Charles W. (1993). Ethics, Standards, and Professionalism in Language Testing. Special issue: Ethical Issues for Applying Linguistics. (EJ542899) Addresses matters of ethics, standards, and professionalism in language testing. Terminology is defined, and current standards and codes relevant to language testing are reviewed. Personal experiences illustrating the ethical choices faced by professional language testers are provided. (11 references) (Author/CK)
T
Taillefer, Gail F. (1996). L2 Reading Ability: Further Insight into the Short-Circuit Hypothesis. Modern Language Journal, 80, 4, 461-77 (EJ535942) Discusses the notion of a language proficiency threshold that short circuits the transfer of reading ability from the native language (L1) to a second language (L2). This study, in which cognitive complexity of tasks and students' L2 proficiency levels vary, focuses on university students in France reading preprofessional English texts. (39 references) (Author/CK)
Teschner, Richard V. (1990). Spanish Speakers Semi- and Residually Native: After the Placement Test Is Over. Hispania, 73, 3, 816-22 Sep (EJ413374) Describes the University of Texas at El Paso's use of a Spanish placement system that seeks to appropriately place both native and non-native speakers of Spanish in the correct track and level of Spanish courses. (CB)
Teweles, Bill (1995). Motivation as a Two-Sided Coin: Motivational Differences between College-Level Chinese and Japanese Learners of EFL. (ED416704) To determine relative levels of motivation in learning English as a Second Language, 40 freshman and sophomores at 2 national universities in mainland China and Japan responded to a 40-point attitudinal questionnaire and 6-point followup motivational intensity scale. Data on student language proficiency were also gathered. While a solid majority from both universities showed high motivation on the attitudinal measure (87.5 percent of the Japanese and 95 percent of the Chinese), the backup motivational intensity scale, designed to tap a more active orientation to the target language, yielded a more modest 50.6 percent and 67.8 percent positive response, respectively, on the part of the respondents. In addition to showing a somewhat higher instrumental motivation to learn English, it is noteworthy that the Mandarin-speaking freshmen and sophomores also outperformed Japanese college learners of similar age and background on a variety of tests focusing on points of syntax of near-equal difficulty for both language groups. Level of motivation was not shown to correlate highly with proficiency regardless of test type, which parallels findings of earlier studies. Contains 25 references. (Author/MSE)
Thomas, Wayne pp. Others (1993). Academic Achievement through Japanese, Spanish, or French: The First Two Years of Partial Immersion. Modern Language Journal, 77, 2, 170-79 (EJ465537) Compared 719 first-, second-, third-grade students enrolled in partial-immersion (PI) programs in Japanese, Spanish, or French to 3 comparison groups. Outcome measures used were a mathematics test, Metropolitan Achievement Test in Reading, and Student Oral Proficiency Rating. PI students scored at least as well as, and to some extent better than, comparable students who were not in the program. (JP)
Thompson, Irene (1996). Assessing Foreign Language Skills: Data from Russian. Modern Language Journal, 80, 1, 47-65 (EJ522972) Assesses the speaking, reading, listening, and writing proficiency of students of Russian after one, two, three, four, and five years of study using tests based on the proficiency scale of the American Council on the Teaching of Foreign Languages. Results indicate that the correlations among the four skills were not strong, suggesting that they follow nonparallel paths of development. (19 references) (Author/CK)
Tong, Keith, & Others (1991). To Test or Not To Test, That Is the Question. (ED354750) A study investigated the content and predictive validity of Hong Kong's new Use of English Examination (UEE), introduced by the Hong Kong Examinations Authority in 1989. The study set out to discover whether the examination was reliable for determining students' language needs on entering higher education, and whether institutions' existing internal language tests were still necessary. The UEE was compared with the University of Hong Kong's Language Analysis Sessions (LAS) test, used for arts faculty students. Subtest scores on the two tests and end-of- year subject examination scores for 346 university freshmen were analyzed statistically, using correlation and factor analysis. Results suggest that for the purpose of predicting prospective undergraduates' academic performance, the LAS tests are more effective than the UEE. However, it is noted that the former are targeting a more homogeneous and more highly-skilled population. Despite considerable overlap in the skills tested, the UEE and LAS are considered different and not parallel, suggesting that internal institutional testing may still be useful. The new UEE is also seen as more valid than the old UEE in terms of face and predictive validity. (MSE)
Troubleyn, Katrien, & Others (1996). ATLAS: Computerised Second Language Proficiency Testing. Computer Assisted Language Learning, 9, 4, 359-66 Dec (EJ547475) Discusses the development of the Adaptive Testing Linguistic Achievement Significance (ATLAS) test used to evaluate second language proficiency of Belgian civil servants. Notes that testers encountered various problems caused by the complexity of language, the difference in background of the candidates and the absence of official objective test criteria. (Author/CK)
Tsang, Wai King, & Wong, Matilda (1995). Conversational English: An Interactive, Collaborative, and Reflective Approach. Prospect, 10, 1, 54-68 Apr (EJ508518) Reports on 7 case studies of a 15-hour conversational English program for Cantonese-speaking Hong Kong college students. A comparison of pretests, course work, and posttests showed a small rise in the scores of four students and a nonsignificant drop in the scores of three students. (contains 13 references) (MDM) (Adjunct ERIC Clearinghouse for ESL Literacy Education)
Tschirner, Erwin (1992). Oral Proficiency Base Lines for First- and Second-Year College German. Unterrichtspraxis/Teaching German, 25, 1, 10-14 (EJ453023) To establish preliminary baselines in terms of instruction time and the teaching methodology used, the ACTFL Oral Proficiency Interview was administered as a final exam to all University of Michigan first- through fourth-semester German students. After one and also after three semesters, the majority of students were Intermediate Mid; after four semesters, 40 percent were Intermediate High or better. (Author/LB)
Tse, Lucy (1995). Language Brokering among Latino Adolescents: Prevalence, Attitudes, and School Performance. Hispanic Journal of Behavioral Sciences, 17, 2, 180-93 May (EJ503879) A survey of 35 bilingual (Spanish-English) high school students found that all respondents acted as language brokers (informal translators) regardless of length of U.S. residence or availability of other brokers. Many students who reported relatively low school achievement had translated a variety of linguistically sophisticated documents. Discusses implications for school assessment and home- school communication. (Author/SV)
Turner, Jean (1998). Assessing Speaking. Annual Review of Applied Linguistics, 18, (EJ561219 This document is NOT available from the EDRS (EDRS).) This review of research on second-language oral testing outlines the nature of early research in interview-format proficiency testing, then reports on new directions in investigation of construct validity of interview-format and other oral skills tests through examination of examinee, interviewer, and rater performance. Research on empirically driven rating scales and testing for specific environments are also discussed. (MSE)
V
Venugopal, Shanta Nair (1992). The Group Discussion as a Measure of Oral Interaction. Guidelines, 14, 1, 45-54 Jun (EJ474518) The group discussion test has gained prominence as a measure of oral interaction skills in second-language learning. This article reviews test types and administration, the communicative nature of the test, development of criteria and rating scales, and advantages. A sample rating scale is appended. (Contains 15 references.) (LB)
W
Walker, Clifford (1990). Large-Scale Oral Testing. Applied Linguistics, 11, 2, 200-19 Jun (EJ410430) Examines the issue of giving English-language oral proficiency examinations in overseas English-medium universities as part of student evaluations. An oral test given at Jordan's Yarmouk University is reviewed showing an attempt to administer biannual, oral-communicative-proficiency tests to 1,000 students at a time. (24 references) (GLR)
Ward, Marc (1996). Liberating Limitations: Realistic Standards for Grammar Assessment in a Changing University. College ESL, 6, 1, 1-15 Jun (EJ530879) Focuses on the need for linguistic tolerance to deal with the demographic challenges of the future in America. The article emphasizes that the best way for the City University of New York to face these changes is to formulate policies recognizing the evolving linguistics of a culturally diverse society while simultaneously reenforcing the need for standard English in appropriate contexts. (13 references) (CK)
Wherritt, Irene, & Cleary, T. Anne (1990). A National Survey of Spanish Language Testing for Placement of Outcome Assessment at B.A. -Granting Institutions in the United States. Foreign Language Annals, 23, 2, 157-65 Apr (EJ407115) Describes the results of a national survey that was conducted to determine the current state of Spanish-language testing for placement and outcome assessments. The survey was undertaken in the United States in the departments of Spanish in B.A.-granting institutions. (Author/VWL)
Williams, K. L. (1990). Three New Tests for Overseas Students Entering Postgraduate and Vocational Training Courses. ELT Journal, 44, 1, 55-65 Jan (EJ402592) Reports on the creation and trial of three new exit tests for (mostly Asian) students attending pre-course English language training. Test creation and trial involved analysis and selection of appropriate content, design of formats and test booklets, pre-testing, administration, and statistical analysis of the results. (Author/CB)
Wimberley, Dale W., & Others (1992). Predicting Success of Indonesian Graduate Students in the United States. Comparative Education Review, 36, 4, 487-508 Nov (EJ456346) Among 121 Indonesian graduate agricultural students attending 27 U.S. universities, success in graduate school (defined by grade point average and degree completion) was positively associated with Indonesian undergraduate grade point average, English language proficiency, and presence of spouse and children in the United States. (SV)
Wolfe, James N., & Others (1996). Comparison of Hualapai School Children to National Norms on Measures of Receptive Vocabulary and Verbal Ability. Psychology in the Schools, 33, 3, 245-50 Jul (EJ548620) Investigates performance differences on receptive vocabulary and general verbal reasoning ability of 206 Hualapai Indian children. Results indicate Hualapai children score significantly lower on both measures of verbal ability when compared to national norms. Findings provide a long-needed archival record of the Hualapai's English language proficiency. Discusses other findings. (RJM)
X
Xu, Ming (1991). The Impact of English-Language Proficiency on International Graduate Students' Perceived Academic Difficulty. Research in Higher Education, 32, 5, 557-70 Oct (EJ436092) A study investigated the relationship of English proficiency, measured by self- report and standardized test scores and selected nonlinguistic variables to academic problems perceived by 245 foreign graduate students. Self-rated proficiency, prior English training, and age were the most significant predictors of perceived difficulty. Language test score was nonsignificant as a predictor. (Author/MSE)
Y
Yao, Tao-chung (1995). A Computer-Adaptive Test for Reading Chinese (CATRC): A Preliminary Report. Journal of the Chinese Language Teachers Association, 30, 1, 75-85 Feb (EJ505207) Discusses the development and use of a computer-adaptive test (CAT) for learners of Chinese. Each time the examinee answers a question, the CAT program registers the answer and, based on the examinee's response, decides whether the next question should be harder or easier. (23 references) (MDM)
Young, Richard (1995). Discontinuous Interlanguage Development and Its Implications for Oral Proficiency Rating Scales. Applied Language Learning, 6, 1-2, 13-26 (EJ526185) Examines two rating scales for assessment of oral proficiency and judges both as inadequate because they are based on an untenable theory of the development of proficiency in a second language and on mistaken intuitions about oral interaction. The paper concludes with a discussion of an architectural, context- dependent theory of second-language proficiency. (39 references) (Author/CK)
Yule, George, & Hoffman, Paul (1993). Enlisting the Help of U.S. Undergraduates in Evaluating International Teaching Assistants. TESOL Quarterly, 27, 2, 323-27 (EJ468896) Results of a study of international graduate teaching assistant (ITA) language competence suggest that groups of undergraduates can provide a responsible majority vote regarding the readiness of an ITA to assume instructional duties, if those undergraduate focus on categories identified in a formal evaluation sheet. An evaluation sheet is appended. (three references) (LB)
Z
Zhang, Shuqiang (1995). Semantic Differentiation in the Acquisition of English as a Second Language. Language Learning, 45, 2, 225-49 Jun (EJ519949) Analyzes the mental organizations of two sets of fuzzy lexical items by 70 native speakers (NSs) of English and 185 learners of English as a Second Language (ESL). Findings suggest that a discernible approximative pattern exists in the acquisition of ESL semantics, with the differentiation of certain words acquired before the differentiation of others. (37 references) (Author/CK)
Email this page to a friend
Add or change any text to your message in the field below:
