The Reduced Redundancy Test and the Cloze Procedure as Measures of Global Language Proficiency

1981 ◽  
Vol 65 (1) ◽  
pp. 54-58 ◽  
Author(s):  
Joan Caulfield ◽  
William C. Smith
Keyword(s):  
Language Proficiency ◽  
Cloze Procedure ◽  
Global Language ◽  
Redundancy Test

L1 attrition and L2 acquisition

2010 ◽  
Vol 10 ◽  
pp. 248-281 ◽  
Author(s):  
Conny Opitz
Keyword(s):  
Language Proficiency ◽  
Host Community ◽  
Control Group ◽  
Lexical Retrieval ◽  
L2 Acquisition ◽  
Verbal Fluency Task ◽  
L1 Attrition ◽  
Global Language ◽  
L1 And L2 ◽  
Fluency Task

L1 attrition is increasingly being studied as a feature of bilingualism, taking into account the parallel process of L2 language acquisition in a migrant situation. Such situations may foster L1 attrition as a result of insufficient L1 input and competition or interaction with the language of the host community. In a study of 27 German late bilinguals resident in Ireland, the question of a possible interaction between the two language systems (German and English) is addressed. This paper reports on the results of two of the elicitation instruments used – a C-test as a measure of global language proficiency, and a verbal fluency task as a measure of lexical retrieval and bilingual dominance. The former is an unspeeded integrative task, while the latter taps lexical access as a function of the relative activation levels of the languages. The analysis focuses on the proficiency profiles of the bilingual participants vis-à-vis a German and an Irish control group to establish the level of L1 attrition and L2 acquisition, and the degree with which L1 and L2 proficiency correlate.

scholarly journals Enhancing Reading Skill Through Creative Technology – A Pilot Research

2020 ◽  
Vol 8 (4S4) ◽  
pp. 62-65
Keyword(s):  
Pilot Study ◽  
Language Proficiency ◽  
English Language ◽  
Reading Skill ◽  
The World ◽  
Back Ground ◽  
Global Language ◽  
World English

- English is considered as global language as it is used in all parts of the world. English Language is realized as a link language with global significance and also world widely spread. This paper analyzes how to enhance the students Reading Skill in mixed ability classroom. The sample respondents were from Rural, Urban and Semi-Urban back ground. The technology based Reading has improvised the students reading skill is explicit from the Pilot study. A survey was conducted among the students and the data garnered clearly shows the improvement in enhancing their language proficiency especially in reading skill.

scholarly journals Standardised English Language Proficiency Testing for Seafarers

2017 ◽  
Vol 6 (2) ◽  
pp. 147-154
Author(s):  
Bernd Mönnigmann ◽  
Adelija Čulić-Viskota
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Professional Communication ◽  
Testing System ◽  
Language Competence ◽  
Maritime Education ◽  
Global Language ◽  
Maritime English ◽  
Maritime Education And Training ◽  
Aircraft Accident

This paper aims at pointing out the necessity of raising the levels of both communicative competence and Maritime English knowledge of seafarers, as well as of introducing a common language testing system into maritime education and training. It provides insight into the process of implementation of improvements in a different, but related practice of Aviation English and the relative regulations. Also, the paper presents the accounts of one aircraft accident, and two ship accidents due to the participants’ misunderstanding, or deficiency in English. This is followed by the results of an investigation into the reports published by the Marine Accident Investigation Branch (MAIB) about the sea accidents due to inadequate English language competence, or inadequate professional communication. Although there are commonly more than one cause which combine in each accident, these are usually fuelled by inadequate language competence. It is of utmost importance, especially in emergencies, that all the participants in the maritime venture are adequately competent in Maritime English to handle the emergencies to the benefit of all the persons involved. Therefore, the compulsory introduction of a uniform global language certification is suggested.

VOT production, writing skills, and general proficiency in multilingual learners of French: approaching the intertwinement of different linguistic levels

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Christoph Gabriel ◽  
Thorsten Klinger ◽  
Irina Usanova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Voice Onset Time ◽  
Writing Skills ◽  
Onset Time ◽  
Control Group ◽  
Acoustic Feature ◽  
Linguistic Awareness ◽  
Global Language ◽  
Language Competencies

Abstract We investigate the interrelations between pronunciation and writing skills in French as a foreign language produced by two groups of bilingual learners (German-Russian; German-Turkish) and a monolingually raised German control group (each n = 10). As an indicator of the learners’ pronunciation skills, we refer to a perceptually relevant acoustic feature of stop production, “Voice Onset Time” (VOT). Our aim is to explore whether the learners’ proficiency at the level of pronunciation is mirrored in (1) their global language competencies and (2) their writing skills. We applied an extreme-cases approach based on the learners’ VOT productions in L3 French. Both positive and negative deviations from the French target pronunciation were found in all groups. In orthography, bilinguals showed lower correctness scores as compared to monolinguals. The VOT measurements yielded more target-like results for the bilinguals. For the monolinguals, the results reveal no correlation between pronunciation and general language proficiency as well as writing skills. In the bilinguals the investigated phenomena were more interrelated. Our analysis of semi-focused interviews conducted with all participants revealed that more target-like VOT productions correlate with a greater degree of phonological and multilingual awareness. This suggests that phonological and cross-linguistic awareness should be fostered in today’s multilingual classrooms.

scholarly journals ENGLISH LANGUAGE AND ECONOMY IN THE DIGITAL WORLD

2021 ◽  
Vol 6 (1) ◽  
pp. 55-62
Author(s):  
Nives Vidak ◽  
◽  
Zrinka Golemac
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Business Environment ◽  
English Language Proficiency ◽  
Business Economics ◽  
Digital World ◽  
Undergraduate Study ◽  
Students Attitudes ◽  
Global Language ◽  
Context Specific

In the modern, globalised world English language has an important role as a means of communication. The use of language in business environment facilitates communication and economic efficiency. Global language survey, carried out in 2013 in 60 countries worldwide, links English language proficiency to economic and social development (ICEF Monitor, 2014). Results of the survey indicate that the countries with higher levels of English language proficiency have stronger economies and higher per capita income levels, and thus a better quality of life. Nevertheless, due to globalisation process and the Internet, the role of English has changed in so far as English proficiency is not only an economic advantage but also a basic skill needed for the entire workforce (ICEF Monitor, 2014). The aim of this paper is to give an insight into attitudes of students of economics and business economics on the significance of English in the business environment. The paper analyses differences in students’ attitudes in relation to the gender and the year of study. For that purpose, the research was carried out among the students enrolled in undergraduate study programmes at the Department of Economics and Business Economics. As the research instrument, the Questionnaire “English in Business Environment” has been applied. The research results indicate that the participants consider English language to be an important factor in economy and their future business environment. There were no statistically significant differences relating to gender while some statistically significant differences for the year of study have been found. This paper suggests further research based on a context-specific approach, to be carried out in other educational contexts, encompassing different study programmes and levels of study. Keywords: language proficiency, economy, business environment

scholarly journals The double danger of English as a global language

English Today ◽  
2010 ◽  
Vol 26 (1) ◽  
pp. 51-56 ◽  
Author(s):  
Jeffrey Gil
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Empirical Work ◽  
Language Education ◽  
Education Programme ◽  
Controversial Topic ◽  
Global Language ◽  
Asian Languages

Why Australia still needs to learn Asian languages. Language learning in Australia has at times been a much debated and somewhat controversial topic. A new episode in this debate began recently with the publication of a report entitled Building an Asia-Literate Australia: An Australian Strategy for Asian Language Proficiency, which argues for a significant expansion and intensification of the learning of Asian languages and cultures at all levels of education. Much of the reaction to this report has focused on the role of English as the global language and its implications for language education. The main argument made against the report's proposals can be summarised as the ‘English is the global language’ view, a position which claims that because English is the global language, there is no need for Australia to implement a large-scale Asian languages and cultures education programme. This paper aims to refute this argument. Drawing on a range of theoretical and empirical work, it demonstrates that there is a double danger in the ‘English is the global language’ view as it both exaggerates the current number of speakers and extent of use of English in Asia, and misinterprets the likely outcomes of any further spread of English.

Reliable predictors of reduced redundancy test performance: The interaction between lexical bonds and test takers’ depth and breadth of vocabulary knowledge

2017 ◽  
Vol 35 (1) ◽  
pp. 121-144 ◽  
Author(s):  
Mostafa Janebi Enayat ◽  
Esmat Babaii
Keyword(s):  
Language Proficiency ◽  
Test Performance ◽  
Vocabulary Knowledge ◽  
Contextual Cues ◽  
Efl Learners ◽  
High Bond ◽  
Redundancy Test ◽  
Moderating Role ◽  
Different Levels

The present study intended to investigate whether test takers’ breadth and depth of vocabulary knowledge can contribute to their efficient use of lexical bonds while restoring damaged texts in reduced redundancy tests. Moreover, the moderating role of general language proficiency was investigated in this interaction. In so doing, Vocabulary Levels Test (VLT), Word Associates Test (WAT), and a series of C-tests with high and low lexical bonds were administered to two groups of 85 upper-intermediate and 50 lower-intermediate EFL learners. Results of multiple regression analyses indicated the following: (a) breadth and depth of vocabulary knowledge played dissimilar roles for test takers with different levels of language proficiency; (b) depth of vocabulary knowledge was a better predictor for high-bond texts; and (c) test takers with higher levels of language proficiency made more efficient use of lexical bonds as contextual cues. The findings point to the necessity of improving learners’ depth of vocabulary knowledge, especially at lower levels of language proficiency where vocabulary knowledge is mostly a matter of size rather than quality.

scholarly journals Language testing

2003 ◽  
Vol 36 (3) ◽  
pp. 220-221
Keyword(s):  
Language Proficiency ◽  
Test Performance ◽  
Performance Test ◽  
Language Testing ◽  
Modern Language ◽  
Speaking Proficiency ◽  
Cloze Procedure ◽  
Assessment Decisions ◽  
The University ◽  
Relationship Of

03–514 Berge, Kjell Lars (U. of Oslo, Finland). Hidden norms in assessment of students’ exam essays in Norwegian Upper Secondary Schools. Written Communication (Thousand Oaks, CA, USA), 19, 4 (2002), 458–492.03–515 Brown A. (The University of Melbourne, Australia). Interviewer variation and the co-construction of speaking proficiency. Language Testing (London, UK), 20, 1 (2003), 1–25.03–516 Chiari, Isabella (La Sapienza University, Rome, Italy). La procedura cloze, la ridondanza e la valutazione della competenza della lingua italiana. [The cloze procedure, redundancy and the assessment of Italian language proficiency.] Italica, 79, 4 (2002), 525–540.03–517 Coniam, David (Chinese U. of Hong Kong; Email: [email protected]). Perceptions of a multimedia syllabus: making the demands of a performance test more accessible. System (Oxford, UK), 31, 1 (2003), 55–70.03–518 Jenkins, Susan and Parra, Isabel (Saint Michael's College, USA; Email: [email protected]). Multiple layers of meaning in an oral proficiency test: the complementary roles of nonverbal, paralinguistic, and verbal behaviours in assessment decisions. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 90–107.03–519 Phakiti A. (The University of Melbourne, Australia). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing (London, UK), 20, 1 (2003), 26–56.

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