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You design your test, I design my test and every teacher else
designs his/her own test in the way he/she likes it ignoring the
fact that our tests should be based on certain characteristics.
This argument; however, is presented through six chapters. The
first chapter introduces language testing in addition to basic
concepts. The second chapter presents argumentatively four
approaches to language testing (translation approach,
psychometric-structuralists approach, integrative approach and
communicative approach). The third chapter is guidelines for
designing language tests. Both the fourth and fifth chapters are
detailed explanation for designing tests to language components
(sound system, grammatical structures, and vocabulary) and language
skills (listening, reading, speaking, and writing) with provided
sample tests for each component and skill (appendix). The sixth
chapter is a brief account of general proficiency tests and other
ways of language evaluation. The book is best used as an
introductory course for undergraduates and/or graduates in the
field of language testing and/or evaluation.
Like other fields which have been influenced by technology
advancement, the field of language has also made use of such an
advancement. The author presents in six chapters the different
types of aids which can be used for both teaching and learning
language components, language skills and yet culture in relation to
language. Moreover, the author accounted for the computer assisted
language learning (CALL) and integration between language learning
theories and the use of aids for teaching and learning language
components and language skills. The book is a textbook that is
mainly introduced to both language learners (especially English)
and language teachers (especially English again) for it contains
exercises, assignments, critical thinking activities, and yet
final-term tests. The book is highly recommended as an introductory
course of language and technology for undergraduates or maybe to
graduates as well.
What is amazing among all the growing aspects in a child is
language development. None can ignore the fact that, a mother,
father other family members or even relatives wait longingly and
impatiently for the first moments a child starts producing sounds,
words, and even reacting and responding to certain actions and
behaviours consciously. Therefore, when it happens that a child (A)
is unlike child (B) in terms of linguistic abilities, it is a sign
that such a child is abnormal and the sad story will start. That
is, individuals who have poor communication skills are clinically
diagnosed with pragmatic language impairment due to different types
of developmental dysphasia. For that matter, this book presents
these two issues where the two topics are synthetically introduced,
and assessment tools in the Arabic Language of individuals with PLI
and DD, namely the Test of Pragmatic Language TOPL-2, and two
subtests from the Clinical Evaluation of Language Fundamentals
CELF-4 are also presented in three studies: two quasi-experimental
and a multiple case-study. Hence, the book is directed to speech
and language pathologists along with researchers in clinical,
psycho-neuro-bio-linguistics.
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