The MINT Sprint: Exploring a Fast Administration Procedure with an Expanded Multilingual Naming Test

2021 ◽  
pp. 1-17
Author(s):  
Dalia L. Garcia ◽  
Tamar H. Gollan
Keyword(s):  
Language Proficiency ◽  
Oral Proficiency ◽  
Vocabulary Knowledge ◽  
Language Dominance ◽  
Oral Proficiency Interview ◽  
Proficiency Level ◽  
Proficiency Assessment ◽  
Pass Through ◽  
Highly Correlated ◽  
Naming Test

Abstract Objectives: The present study examined if time-pressured administration of an expanded Multilingual Naming Test (MINT) would improve or compromise assessment of bilingual language proficiency and language dominance. Methods: Eighty Spanish–English bilinguals viewed a grid with 80 MINT-Sprint pictures and were asked to name as many pictures as possible in 3 min in each language in counterbalanced order. An Oral Proficiency Interview rated by four native Spanish–English bilinguals provided independent assessment of proficiency level. Bilinguals also self-rated their proficiency, completed two subtests of the Woodcock-Muñoz, and a speeded translation recognition test. We compared scores after 2 min, a first-pass through all the pictures, and a second-pass in which bilinguals were prompted to try to name skipped items. Results: The MINT Sprint and a subset score including original MINT items were highly correlated with Oral Proficiency Interview scores for predicting the degree of language dominance – matching or outperforming all other measures. Self-ratings provided weaker measures (especially of degree of balance – i.e., bilingual index scores) and did not explain any unique variance in measuring the degree of language dominance when considered together with second-pass naming scores. The 2-min scoring procedure did not improve and appeared not to hamper assessment of absolute proficiency level but prompting to try to name skipped items improved assessment of language dominance and naming scores, especially in the nondominant language. Conclusions: Time-pressured rapid naming saves time without significantly compromising assessment of proficiency level. However, breadth of vocabulary knowledge may be as important as retrieval speed for maximizing the accuracy in proficiency assessment.

scholarly journals Assessing language dominance in Mandarin–English bilinguals: Convergence and divergence between subjective and objective measures

2013 ◽  
Vol 17 (2) ◽  
pp. 364-383 ◽  
Author(s):  
LI SHENG ◽  
YING LU ◽  
TAMAR H. GOLLAN
Keyword(s):  
Language Proficiency ◽  
Parent Report ◽  
Self Report ◽  
Objective Measures ◽  
Boston Naming Test ◽  
Language Dominance ◽  
Proficiency Level ◽  
Confrontation Naming ◽  
Convergence And Divergence ◽  
Naming Test

This study examines the convergence and divergence between subjective and objective measures of language proficiency for assessing language dominance in Mandarin–English bilinguals. Sixty-two young adults (Experiment 1) and 27 children (Experiment 2) provided self-ratings of proficiency level (or were rated by their parents), were interviewed for spoken proficiency, and named pictures in the Multilingual Naming Test (MINT) and (in Experiment 1 only) the Boston Naming Test. In Experiment 1, the four measures converged in the number of people classified into different dominance groups but both naming tests indicated greater English dominance than self-report and interview measures. In Experiment 2, parent report and interview measures converged in dominance classifications but the MINT indicated higher degrees of English dominance. To a large extent bilinguals were able to classify themselves (or their children) into dominance groups but some mismatches between measures in dominance classification were observed for all age and dominance groups. These results, together with previous findings with Spanish–English bilingual adults (Gollan et al., 2012), suggest that bilinguals may shift to English dominance in confrontation naming before they do so in conversational fluency, and that dominance shifts persist throughout the lifespan but may be relatively more pronounced in children. These findings caution against the use of self-reports as the sole means of classifying bilinguals into dominance groups and support a multi-measure approach including direct assessment of the relevant linguistic domain.

scholarly journals Self-ratings of spoken language dominance: A Multilingual Naming Test (MINT) and preliminary norms for young and aging Spanish–English bilinguals

2011 ◽  
Vol 15 (3) ◽  
pp. 594-615 ◽  
Author(s):  
TAMAR H. GOLLAN ◽  
GALI H. WEISSBERGER ◽  
ELIN RUNNQVIST ◽  
ROSA I. MONTOYA ◽  
CYNTHIA M. CERA
Keyword(s):  
Language Proficiency ◽  
Spoken Language ◽  
Self Report ◽  
Strong Correlations ◽  
Bilingual Assessment ◽  
Boston Naming Test ◽  
Language Dominance ◽  
Proficiency Level ◽  
English Dominant ◽  
Naming Test

This study investigated correspondence between different measures of bilingual language proficiency contrasting self-report, proficiency interview, and picture naming skills. Fifty-two young (Experiment 1) and 20 aging (Experiment 2) Spanish–English bilinguals provided self-ratings of proficiency level, were interviewed for spoken proficiency, and named pictures in a Multilingual Naming Test (MINT); in Experiment 1, the Boston Naming Test (BNT) was also used. Self-ratings, proficiency interview, and the MINT did not differ significantly in classifying bilinguals into language-dominance groups, but naming tests (especially the BNT) classified bilinguals as more English-dominant than other measures. Strong correlations were observed between measures of proficiency in each language and language-dominance, but not degree of balanced bilingualism (index scores). Depending on the measure, up to 60% of bilinguals scored best in their self-reported non-dominant language. The BNT distorted bilingual assessment by underestimating ability in Spanish. These results illustrate what self-ratings can and cannot provide, illustrate the pitfalls of testing bilinguals with measures designed for monolinguals, and invite a multi-measure goal-driven approach to classifying bilinguals into dominance groups.

scholarly journals Building Vocabulary for Language Learning: Approach for ESL Learners to Study New Vocabulary

2015 ◽  
Vol 5 (4) ◽  
pp. 501-511
Author(s):  
Adel M. Alharbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Online Survey ◽  
English Language ◽  
English Proficiency ◽  
Vocabulary Knowledge ◽  
Proficiency Level ◽  
Word Search

This project investigated Vocabulary Learning Strategies (VLSs) English Language Learners used; and strategies they thought were effective to them in terms of language proficiency. Using an online survey, 121 participants responded to statements regarding their usage of VLSs. Participants have been divided into two groups: (1) learners with low English proficiency level and (2) learners with high English proficiency level to measure the significance between them in response to the VLS questionnaire. The analysis measured five sets of vocabulary knowledge: building synonyms network, learning definition(s) with contexts, pronunciation process, bookmark word search, and remembering strategy for writing. This project determined that the group with high language proficiency agreed more on the items selected than those with low language proficiency.

scholarly journals Oral Language Proficiency Level of International Business Process Outsourcing Agents

2019 ◽  
Vol 34 (1) ◽  
Author(s):  
Ramil S. Bulilan ◽  
Shaun James T. Ponte
Keyword(s):  
Educational Attainment ◽  
Language Proficiency ◽  
Oral Language ◽  
Call Center ◽  
Native Speaker ◽  
Statistical Tests ◽  
Oral Proficiency ◽  
Oral Language Proficiency ◽  
Proficiency Level ◽  
Significant Difference

Oral English language proficiency is an important skill every call center agent must possess. Towards this end, this study sampled 125 call center agents of Sykes in Cebu City, Philippines primarily to determine their level of proficiency in oral discourse. A descriptive-quantitative design was pursued wherein respondents were assessed using the said industry’s standardized instrument that measured on their pronunciation, stress, and intonation; language accuracy, and vocabulary range; discourse and strategic competency; and, interactive fluency and sociolinguistics. It also specifically sought answers on their gender, highest educational attainment, school attended, and place of origin. We presumed that their highest educational attainment and gender had influenced their oral language proficiency level. Results revealed they were modest users which mean that they are non-native-speaker-like agents. They have partial command of the language. Statistical tests revealed no significant difference and relationship, respectively, on respondents’ oral proficiency level in terms of their gender and highest educational achievement. These imply that whether male or female, and finished college or not, their oral proficiency level is not affected. In other words, gender and college achievement are not the factors towards their oral proficiency level. Nevertheless, call center agents of Sykes to need to improve their oral language skills for them to retain employment.

Discourse Analysis in Second Language Signing Assessment: Sign Language Proficiency Interviews

2021 ◽  
pp. 347-360
Author(s):  
Rachel McKee ◽  
Sara Pivac Alexander ◽  
Wenda Walton
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
New Zealand ◽  
North America ◽  
Sign Language ◽  
Language Proficiency ◽  
Oral Proficiency ◽  
Oral Proficiency Interview ◽  
Spontaneous Interaction ◽  
Question Strategies

The Sign Language Proficiency Interview (SLPI) was modeled on the Oral Proficiency Interview (OPI) in the 1980s in North America and has been adapted for various national signed languages. To date, there has been no published analysis of interview discourse in the SLPI. This chapter examines accommodative question strategies used by deaf interviewers in New Zealand SLPI interviews. Findings reveal that interviewers use interlocutor support strategies that parallel accommodative question types described for OPI interviews and features of spontaneous interaction between fluent and novice signers. Sixty-six percent of questions had accommodative features, which were more frequent with lower proficiency candidates. Evidence of interviewer “helping” strategies is useful for training interviewers and refining the construct of the SLPI.

Problems in Examining the Validity of the ACTFL Oral Proficiency Interview

1988 ◽  
Vol 10 (2) ◽  
pp. 149-164 ◽  
Author(s):  
Lyle F. Bachman
Keyword(s):  
Language Proficiency ◽  
Test Performance ◽  
Applied Linguistics ◽  
Language Testing ◽  
Oral Proficiency ◽  
Language Ability ◽  
Test Method ◽  
Sufficient Evidence ◽  
Oral Proficiency Interview ◽  
Test Developer

The primary problems in measuring speaking ability through an oral interview procedure are not those related to efficiency or reliability, but rather those associated with examining the validity of the interview ratings as measures of ability in speaking and of the uses that are made of such ratings. In order to examine all aspects of validity, the abilities measured must be clearly distinguished from the elicitation procedures, in both the design of the interview and in the interpretation of ratings.Research from applied linguistics and language testing is consistent with the position that language proficiency consists of several distinct but related abilities. Research from language testing also indicates that the methods used to measure language ability have an important effect on test performance. Two frameworks—one of communicative language ability and the other of test method facets—are proposed as a basis for distinguishing abilities from elicitation procedures and for informing a program of empirical research and development.The validity of the ACTFL Oral Proficiency Interview (OPI) as it is currently designed and used cannot be adequately examined, much less demonstrated, because it confounds abilities with elicitation procedures in its design, and it provides only a single rating, which has no basis in either theory or research. As test developer, ACTFL has yet to fully discharge its responsibility for providing sufficient evidence of validity to support uses that are made of OPI ratings.

scholarly journals Strategies and Difficulties of Understanding English Idioms: A Case Study of Saudi University EFL Students

2017 ◽  
Vol 7 (3) ◽  
pp. 70 ◽  
Author(s):  
Maha H. Alhaysony
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
Structured Interview ◽  
Vocabulary Knowledge ◽  
Proficiency Level ◽  
Idiomatic Expressions ◽  
English Major ◽  
Efl Students ◽  
Teaching Implications

This study aims to investigate difficulties face Saudi EFL students in learning and understanding English idioms, and examines the strategies they utilize to understand idioms. The subjects were 85 male and female Saudi English major university students at the Department of English in Aljouf University. Two data collection instruments, questionnaire, semi-structured interview were employed as well as the Nation’s Vocabulary Level Test to measure the students’ language proficiency level. The results showed that students have difficulty to understand idiomatic expressions. Moreover, the findings revealed that most frequently used strategies were guessing the meaning of idioms from context, predicting the meaning of idioms, and figuring out an idiom from an equivalent one in their mother language. Furthermore, the results illustrated that low-proficiency students face more difficulties than high-proficiency students, though the differences were not significant. The results also showed that, the greater the vocabulary knowledge, the greater the use of idiom-learning strategies, especially for idioms that require a wider knowledge in vocabulary. This study concludes with teaching implications and recommendation for further research in learning and understanding idiomatic expressions.

The Effect of Lexical Modification on Developing Vocabulary Knowledge in Relation to Language Proficiency Level

2016 ◽  
Vol 6 (10) ◽  
pp. 1964
Author(s):  
Gholam-Reza Abbasian ◽  
Helia Sakhaeian Haji Mohammadi
Keyword(s):  
Language Proficiency ◽  
Significant Role ◽  
Proficiency Test ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Intermediate Group ◽  
Proficiency Level ◽  
Research Questions

This study was an attempt to comparatively investigate the effects of lexical modification models (simplification vs. elaboration) on developing EFL learners‟ vocabulary knowledge in relation to their language proficiency level. To this end, 40 EFL learners were divided into two levels (i.e. elementary and pre-intermediate) based on their performance on the Nelson proficiency test. They were further categorized into two simplification and elaboration groups. The pertinent treatments were rendered through simplification and elaboration models of modification. Two-way ANOVA was run to address the research questions. The findings revealed that not only do input modification procedures significantly affect vocabulary development but also the elaboration group outperformed the simplification group. Moreover, it was revealed that language proficiency level plays a significant role in determining the effects of modification procedures as the pre-intermediate group significantly outperformed the elementary one; then, elaboration in both groups and pre-intermediate as a proficiency level proved to play a significant role in the process of modification-based vocabulary development.

scholarly journals Measuring the Effects of a Semester Abroad on Students’ Oral Proficiency Gains: A Comparison of At Home and Study Abroad

2014 ◽  
Vol 24 (1) ◽  
pp. 93-104 ◽  
Author(s):  
Christopher J. Jochum
Keyword(s):  
Study Abroad ◽  
Oral Proficiency ◽  
Future Research ◽  
Oral Proficiency Interview ◽  
Proficiency Level ◽  
Before And After ◽  
Post Test ◽  
Proficiency Scores ◽  
Test Level ◽  
At Home

This study investigates oral proficiency gains among study-abroad (SA) and at-home (AH) students over the course of one semester. Using the Oral Proficiency Interview by Computer (OPIc), students (N=18) were assessed before and after studying Spanish either on-campus or abroad. Findings revealed that while both groups’ mean proficiency scores improved, the SA group showed significant pre-post improvement. The percentage of students who improved at least one proficiency level was 44% for the AH group and 89% among SA participants, whose minimum post-test level was Intermediate-Mid. Only two students (SA group), however, reached the Advanced-Low level. Results outline some of the implications and limitations associated with semester-long study abroad and increased oral proficiency and offer suggestions for future research. 

LexITA: A Quick and Reliable Assessment Tool for Italian L2 Receptive Vocabulary Size

2020 ◽  
Author(s):  
Simona Amenta ◽  
Linda Badan ◽  
Marc Brysbaert
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Assessment Tool ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Reliable Assessment ◽  
Proficiency Assessment ◽  
Lexical Competence

Abstract In language and second language acquisition research, it is important to have a measure for tracking the proficiency level of participants. Lexical competence is fundamental for communicative purposes in a given language, and vocabulary tests are a reliable measure to assess lexical proficiency. That is why vocabulary tests have a central role in language proficiency assessment. Although many people study Italian as second language (L2), an easy-to-use vocabulary test to measure lexical proficiency is still missing. In this work, we aim to fill this gap by presenting LexITA, which is an objective, reliable, and quick assessment of Italian receptive vocabulary. LextITA was validated on students of Italian L2 and showed to be a valid measure to assess vocabulary knowledge of L2 speakers spanning different levels of proficiency.

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