scholarly journals Improving Assessment of Foreign Language Proficiency in Internationally Majoring Students

2014 ◽  
pp. 262-267
Author(s):  
N. L. Kobiakova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Comprehensive Evaluation ◽  
Evaluation Model ◽  
French Language ◽  
Point System ◽  
Language Studies ◽  
Language Tests ◽  
Foreign Language Proficiency ◽  
National University

The author considers the issues related to the development of the theoretical platform and the methodology for a model used to control and evaluate educational achievements at the Russian-based university-level foreign-language using such foreign practices as merit point system, testing technology and traditional controls. Having analyzed European practices of control and evaluation of students' foreign language proficiency, in particular, the experience of France, she advocates for the adoption by the national university system of the best available foreign methodology in the field. The article depicts the proprietary model for the comprehensive assessment of the educational outcomes of the internationally majoring students in the French language. The model, customized for Russian universities, is based on the professionally oriented competence-based practical course of the French language for internationally majoring students designed by the author. With the regard to that content and basing on DELF, DALF and TCF language tests and exercise systems for the French language studies by European and Russian practitioners, she advances her own testing, communication and translation exercises toolbox. That comprehensive evaluation model was successful tested at the MGIMO. In the course of that experiment, national testing techniques and the content of linguistic tests and didactic tools were streamlined with the European requirements.

Foreign Language Proficiency and Working Memory Capacity

2006 ◽  
Vol 11 (4) ◽  
pp. 289-296 ◽  
Author(s):  
Maurits W.M.L. van den Noort ◽  
Peggy Bosch ◽  
Kenneth Hugdahl
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Digit Span ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Language Studies ◽  
Foreign Language Proficiency ◽  
Linguistic Groups

In this study, the hypothesis that working memory capacity interacts with (foreign) language proficiency was tested on multilinguals, who were native (L1) Dutch speakers, were fluent in their second (L2) language, German, and had recently started the acquisition of their third (L3) language, Norwegian. So far, the results of second-language studies on simple and complex working-memory tasks are mixed. In previous second-language studies, however, languages that belong to different linguistic groups were used. The question arises whether the interaction between working memory capacity and language proficiency is language-specific. In our multilingualism study we, therefore, controlled for this. Both simple (digit-span) and complex working-memory tasks (reading-span task and letter-number ordering) were used. The general results show that differences in performance between L1, L2, and L3 can be found on both simple and complex working-memory tasks, supporting the working memory capacity interaction hypothesis.

scholarly journals Washback of English Proficiency Test in Classroom Activities at National University of Arts Education

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Dinh Thi Phuong Hoa
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Proficiency ◽  
Language Education ◽  
Proficiency Tests ◽  
Classroom Activities ◽  
Foreign Language Proficiency ◽  
National University ◽  
English Major

A study in Vietnam concerning the effects of The Vietnam Six-levels of Foreign Language Proficiency Framework, specially English Proficiency Tests for graduates, on classroom teaching and learning activities are reported. The study explores the phenomenon of washback or backwash, the influences of testing on 9 teachers and 679 non-English major students. It is cited as the only known research investigating washback in language education through classroom observation. The study was conducted at National University of Art Education, and combined classroom observations with data from interview, questionaire responses and document analysis to determine whether washback exist, to what degree it operates, and whether it is a positive or negative force in this educational context. The insights from the findings indicate that washback of English Proficiency Tests for graduates occurred in both positive and negative forms, to some degree, in teaching and learing  content, methods and styles. Evidence of washback, both positive and negative, on the way teachers design tests was also found. This should help Vietnamese educators to prepare favourable conditions for enhancing the benificial washback of EPT. The findings have contributed to the knowledge of a nature of washback and consequently opened a new understanding to recognize the dissimilar levels of washback. further research is recommended.

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

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