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Although second language learners' pragmatic competence (their
ability to use language in context) is an essential part of their
general communicative competence, it has not been a part of second
language tests. This book helps fill this gap by describing the
development and validation of a web-based test of ESL
pragmalinguistics. The instrument assesses learners' knowledge of
routine formulae, speech acts, and implicature in 36
multiple-choice and brief-response items. The test's quantitative
and qualitative validation with 300 learners showed high
reliability and provided strong evidence of the instrument's
construct validity. Its web-based format makes it easy to
administer and score. The book ends with a discussion of future
research directions in assessing second language pragmatics.
C-Tests bestehen aus mehreren kurzen Texten, in denen fehlende
Wortteile zu rekonstruieren sind. Sie haben hervorragende
psychometrische Eigenschaften und werden in einer Vielzahl von
Kontexten zur oekonomischen Messung von (allgemeiner)
Sprachkompetenz eingesetzt. Dieser Band illustriert den aktuellen
Stand der C-Test-Forschung. Der Fokus liegt auf
Augenscheingultigkeit und Washback von C-Tests; C-Test-Leistung und
Intelligenz; C-Tests als Screening-Instrumente fur TestDaF und
SIMTEST; ROC-Analysen zur Zuordnung von C-Test-Ergebnissen zu den
Kompetenzstufen des GER; Verwendung von C-Tests im Unterricht. Eine
Besonderheit des Bandes ist die umfassende C-Test-Bibliographie des
Herausgebers. C-Tests consist of several short texts in which the
missing parts of words have to be reconstructed. C-Tests have
excellent psychometric properties and are used in many contexts as
economical tests of language proficiency. This collection of papers
illustrates the state of the art of C-Test research. It focuses on
face validity and washback of C-Tests, C-Test performance and
intelligence, C-Tests as screening devices for TestDaF and SIMTEST,
ROC analyses for relating C-Test scores to the CEFR as well as use
of C-tests in the classroom. A special feature of the volume is the
editor's comprehensive C-Test bibliography.
C-Tests bestehen aus mehreren kurzen Texten, in denen die zweite
Halfte jedes zweiten Wortes fehlt. Sie gelten in der Regel als
objektives, reliables, valides und oekonomisches Instrument zur
Messung allgemeiner Sprachkompetenz und werden mittlerweile in
einer Vielzahl von Kontexten eingesetzt. Der vorliegende Sammelband
illustriert den aktuellen Stand der (anwendungsbezogenen)
C-Test-Forschung - mit einem Schwerpunkt auf der zentralen Frage
der Konstruktvaliditat. C-Tests consist of several short texts in
which the second half of every second word has been deleted. As a
rule, they are considered to be objective, reliable, valid and
economical tests of general language proficiency. C-Tests are
currently used in many contexts, including high-stakes
applications. The present collection of papers illustrates the
state of the art of (application-oriented) C-Test research, with a
special focus on construct validity.
Die Erfassung bildungssprachlicher Kompetenzen und akademischer
Sprachkompetenzen in der Fremd- oder Zweitsprache gewinnt in
schulischen und universitaren Kontexten zunehmend an Bedeutung.
Dabei stehen die jeweiligen Akteure vor ahnlichen Fragestellungen
und Herausforderungen: Was versteht man unter bildungssprachlicher
Kompetenz und welche Aspekte davon sollen getestet werden? Welche
Moeglichkeiten der Operationalisierung gibt es? Welche Instrumente
und Aufgabenformate eignen sich, um erforderliche Sprachkompetenzen
abzubilden? Der vorliegende Sammelband vereint elf Ansatze von
deutschen und oesterreichischen WissenschaftlerInnen fur
unterschiedliche Bildungskontexte und Sprachen, wie z.B. English
for Academic Purposes, Deutsch als Fremd- und Zweitsprache, CLIL,
Russisch und Polnisch als Herkunftssprache. Die Beitrage
prasentieren aktuelle Zugange in Hinblick auf das Testen von
Bildungssprache und akademischen Sprachkompetenzen und
systematisieren bisherige UEberlegungen aus den einzelnen
Disziplinen.
The book examines how individual differences in candidates' levels
of extraversion interact with facets which have been shown to
affect scores obtained on oral performance tests. Three major
studies are presented: the first is concerned with the individual
candidate in the model; the second study investigates the role of
the rater in the oral test process; the final study is concerned
with the degree of interactivity required of pairs of candidates,
each of whom also acts as an interlocutor in the performance of an
oral test task. Results of the studies confirm that when an
appropriate instrument is used to assess personality, and when
theoretically sound hypotheses derived from the psychological
literature are tested, significant differences can be observed in
the responses of introverts and extraverts on particular oral test
tasks.
This book was the winner of the 2005 Jacqueline A. Ross
Dissertation Award for second or foreign language testing. The
assessment of speaking skills is an important part of the language
learning process, whether carried out by teachers in the classroom
or through proficiency tests administered by testing agencies.
However, the complex and subjective nature of speaking assessment
raises a number of important questions about the validity,
reliability and fairness of test procedures. This book, which is
based on research into the speaking test of the International
English Language Testing System (IELTS), shows how the performance
of learners in oral proficiency interviews cannot be taken
unequivocally as an indication of their ability, as variation in
interviewer behaviour can have an impact both on learner
performance and on ratings outcomes.
Pragmatic competence is an integral and indispensable component of
overall language competence. Omitting the pragmatic dimension from
language assessment is, therefore, quite unfortunate. This book
describes the development and validation of three test methods
designed to test the interlanguage pragmatic knowledge of EFL
learners. Altogether 413 subjects participated in the development
of the tests. Results showed that all three methods investigated
had measured learners' inter-language pragmatic knowledge.
Quantitative analyses showed that the tests tapped the intended
construct and the test methods measured a similar construct.
Analyses of verbal reports yielded results which supported the
quantitative analyses and revealed that the construct-relevant
knowledge was involved in the test takers' cognitive activities.
This book ends with some pedagogical implications of this study and
directions for further research.
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