The testing and assessment of language competence continues to be a
much debated issue in foreign language teaching and research. This
book is the first one to address the testing of four important
dimensions of foreign language education which have been left
largely unconsidered: learner autonomy, intercultural competence,
literature and literary competence, and the integration of content
and language learning. Each area is considered through a
theoretical framework, followed by two empirical studies, raising
questions of importance to all language teachers: How can one test
literary competence? Can intercultural competence be measured? What
about the integrated assessment of content-and-language in CLIL and
teaching? Is progress in autonomous learning skill gaugeable? The
book constitutes essential reading for anyone interested in the
testing and assessment of seemingly largely untestable aspects of
foreign language competence.
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