scholarly journals A French C-test for language assessment

2021 ◽  
Author(s):  
Oona Cromheecke ◽  
Marc Brysbaert
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Internal Consistency ◽  
Language Assessment ◽  
Criterion Validity ◽  
Bilingual Students ◽  
Vocabulary Test ◽  
Proficiency Tests ◽  
Test Correlation

Short language proficiency tests are often needed for low-stakes assessment in education and research, particularly in second language settings. Vocabulary tests are a good candidate; they give rapid, useful estimates of language proficiency. Ideally, several formats are available so that language proficiency can be measured independently of the method used. In the present study, a French C-test was developed and tested on 129 Dutch-French bilingual students. The newly developed C-test was compared to an existing (but not yet validated) C-test and a yes/no vocabulary test (Lextale-FR). In addition, for some students the scores were compared to their French end-of-term marks. Internal consistency of the new test was ICC=.8 and the test correlated r=.7 with the existing C-test. Correlation with end-of-term marks was r=.5 (criterion validity). Correlation with Lextale-FR was lower (r=.3) and Lextale-FR also correlated less with exam marks (r=.3), confirming that the C-test measures skills not covered by Lextale-FR. The C-test is free to use for educational and research purposes.

scholarly journals Reading and Listening Comprehension Subskills: The Match between Theory, Coursebooks, and Language Proficiency Tests

2019 ◽  
Vol 10 (4) ◽  
pp. 166
Author(s):  
Aynur Ismayilli Karakoc
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Listening Comprehension ◽  
Applied Linguistics ◽  
Proficiency Tests ◽  
Language Tests ◽  
Common Reading

Different theoretical and empirical taxonomies of reading and listening comprehension (RC, LC) are available in the literature. Most of language tests and tasks in English as foreign or second language (EFL/ESL) coursebooks are based on the classifications of reading and listening subskills (micro-skills) offered in theory. However, these taxonomies have not cross-checked whether the theoretical subskills are practiced in ESL/EFL coursebooks and assessed in proficiency tests. Nor have they listed the shared and exclusive RC and LC subskills in a unified fashion. For this purpose, theoretical subskills offered in Applied Linguistics literature, nine internationally popular EFL/ESL proficiency tests and 25 widely used coursebook tasks were collected, cross-compared, repetitions were eliminated, and a final inclusive list of common and exclusive subskills was prepared. The findings suggested ten common reading and listening subskills. The subskills exclusive to reading were seven, and exclusive to listening were four. This list is hoped to be helpful for teachers in developing their own tests, and the coursebook developers in preparing the content materials.

The relationship between lexical competence, collocational competence, and second language proficiency

2011 ◽  
Vol 4 (1) ◽  
pp. 113-145 ◽  
Author(s):  
Déogratias Nizonkiza
Keyword(s):  
Second Language ◽  
Proficiency Testing ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Vocabulary Test ◽  
L2 Proficiency ◽  
Second Language Proficiency ◽  
Lexical Competence ◽  
The University ◽  
The Relationship

This paper assesses the relationship between EFL proficiency, lexical competence, and collocational competence (cf. Meara 1996; Pawley & Syder 1983; Read 1993, 1997, 2000; Bonk 2001). Two paper-based tests, a proficiency test and a vocabulary test, were presented to English majors at the University of Burundi. Scores on both tests significantly correlate and distinguish between levels. This confirms that lexical competence is a reliable predictor of L2 proficiency, which strengthens and extends earlier findings (Meara 1996; Bonk 2001; Gyllstad 2005, 2007; Zareva et al. 2005). Furthermore, mastery of collocations is found to be related to frequency and to predict lexical competence. Thus, the findings of this study underline earlier indications that proficiency testing may be simplified.

L2 proficiency predicts inhibitory ability in L1-dominant speakers

2020 ◽  
Vol 24 (5-6) ◽  
pp. 984-998 ◽  
Author(s):  
Nga-Yan Hui ◽  
Mingyu Yuan ◽  
Manson Cheuk-Man Fong ◽  
William Shi-yuan Wang
Keyword(s):  
Second Language ◽  
Multiple Regression ◽  
Language Proficiency ◽  
Stroop Task ◽  
Pearson Correlation ◽  
First Language ◽  
Proficiency Tests ◽  
Second Language Proficiency ◽  
Language Background ◽  
Bilingual Advantage

Aims and Objectives: Bilinguals reportedly perform better in tasks that require the suppression of interference because of the constant practice in linguistic inhibition. However, previous literature was largely based on comparisons of pure monolinguals and balanced bilinguals. Those in between the two extremes were rarely examined. This project aimed at studying whether the population who primarily speak in a first language with a different level of second language proficiency also enjoy bilingual advantage. Methodology: Twelve monolingual and 38 bilingual Hong Kong older adults were recruited to perform the Stroop task and the second language (English) proficiency tests. The subjects were all frequent first language (Cantonese) speakers with various levels of second language proficiency. Data and Analysis: Pearson correlation and multiple regression analyses were used to identify the relationship between inhibition ability (Stroop score) and demographic and language background variables (including proficiency in and frequency of exposure to their second language). Findings: Both correlation and multiple regression analysis showed that the subjects with higher proficiency in a second language performed significantly better in the Stroop task. The results suggested that higher second language proficiency leads to higher difficulty in suppressing it, thus the training of inhibition is more effective. Originality: This study expanded the literature on bilingual advantage from a dichotomous comparison between monolingual and bilingual to the more continuous spectrum of bilinguals with different levels of second language proficiency. This study aimed at showing a fuller picture of bilingualism in the world. Significance/Implications: This study proposed that with high proficiency in a second language, frequent first language speakers could also enjoy cognitive advantages brought by bilingualism. Our study provides further evidence for the bilingual advantage hypothesis.

scholarly journals Prescriptivism vs. Descriptivism; Defining the students’ need in Standardized Language Proficiency Tests

2018 ◽  
Vol 1 (4) ◽  
pp. 496-502
Author(s):  
Nurhadi Hamka
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Standing Position ◽  
Target Language ◽  
Historical Overview ◽  
Proficiency Tests ◽  
Teaching English ◽  
Evolution Of Language ◽  
High Stakes ◽  
Specific Criterion

The debate between prescriptivists and descriptivist continuous to date, which interestingly affects the way the standardized language proficiency tests (should) work. The notion of correctness in such high stakes test raters attracts more attention in relation to fairness of using specific criterion in the assessment. The present paper discusses the belief of prescriptivism and contrasts it with the view of descriptivist – especially to what actually occurs in the Teaching English as a Foreign/Second Language. Therefore, the paper clarifies whether prescriptionist features are prominent in the learner approximations and need to be taught explicitly, and clarifies whether the learner errors encompass other elements and describing the target language to the learners is more important. There are four prescriptivist pronouncements discussed – splitting infinitive, stranding preposition, the use of will and shall, and the use of who and whom. The study found that there are two pronouncements that break the rule. Therefore, English practitioners – teachers, should ‘open’ themselves to both views and able explain explicitly to the students both historical overview and its standing position of the views to date. As for assessor, a tendency of using the exact, predictable, and stable rule are indeed significantly important. They, however, also need to realize the inevitable evolution of language and in that regard descriptivist should not receive any false judgement especially in the high stakes test.

Het Meten van Culturele Oriëntatie in Relatie met Taalvaardigheid.

1985 ◽  
Vol 22 ◽  
pp. 33-49 ◽  
Author(s):  
Kees de Bot ◽  
Peter Broeder ◽  
Ludo Th. Verhoeven
Keyword(s):  
Second Language ◽  
Bilingual Education ◽  
Language Proficiency ◽  
Reliability And Validity ◽  
Cultural Orientation ◽  
Attitude Scale ◽  
Proficiency Tests ◽  
Cultural Attitude ◽  
Cultural Attitudes ◽  
Attitude Scales

Recently, numerous studies evaluating bilingual education programs have shown that cultural orientation and language attitude play an important role in achieving sufficient proficiency in both first and second language. Despite a long tradition . of research in the field of attitude measurement, no test is readily available measuring cultural orientation in young second language learners. In the present article a description is given of the development of such a test for Turkish and Moroccan children learning Dutch as a second language in primary school. The test is based on Zirkel and Jackson's (1974) Cultural Attitude Scales. The reliability and validity of the test have been investi-gated in two studies. In the first (Buster et. al. 1985) 850 children were tested, and their scores on the cultural attitudes scales were compared to other measures that might reflect cultural orientation (questionnaires, sociograms) and to language proficiency tests. The reliability appeared to be fairly high, but there was no significant relation between cultural attitudes and language proficiency. In the second study (Verhoeven & Extra 1983) cultural attitude scales were used with individuals rather than with groups. Test scores were compared with data from interviews with the children tested, their parents and their teachers. On the whole this study suggests that the validity of the cultural attitude scale is sufficiently high. If certain requirements (e.g. regular revision because of the changing socio-cultural setting) are met, the cultural attitude scales appear to be a useful instrument in bilingual education research.

scholarly journals In Which Order should Verbal Prefixation in Croatian as L2 be Taught?

2017 ◽  
Vol 9 (1) ◽  
pp. 173-189
Author(s):  
Sanda Lucija Udier ◽  
Darko Matovac
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Proficiency Tests ◽  
Research Results ◽  
Verbal Prefix

Teaching verbal prefixation in the context of Croatian as a second language (CL2) has been receiving an increasing amount of attention recently, and one of the questions which has come up has to do with the order in which verbal prefixation should be taught for the teaching to be more effective. To answer this question, this research, conducted among CL2 learners at the B2 and C1 levels of language proficiency, tests the hypothesis that an understanding of the meaning of a verbal prefix is strongly supported by understanding the meaning of its cognate preposition and directly related to whether a verbal prefix co-occurs with its cognate preposition when a prefixed verb is used in a sentence. Based on the research results conclusions were drawn on the order in which the teaching of verbal prefixation in the CL2 classroom should progress.

scholarly journals Using the Canadian Language Benchmarks (CLB) to Benchmark College Programs/Courses and Language Proficiency Tests

2001 ◽  
Vol 18 (2) ◽  
pp. 32 ◽  
Author(s):  
Lucy And Epp
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Red River ◽  
Language Training ◽  
Proficiency Tests ◽  
Entry Level ◽  
Benchmark Tests ◽  
College Programs ◽  
Gathering Data

In this article the authors describe a process developed by the Language Training Centre1 (LTC) at Red River College (RRC) to use the Canadian Language Benchmarks (CLB) in analyzing: (a) the language levels used in programs and courses at RRC in order to identify appropriate entry-level language proficiency, and (b) the levels that second language (L2) students need in order to meet college or university entrance requirements based on tests of language proficiency. So far 19 programs and four courses have been benchmarked at RRC. The benchmarking of the programs and courses involved gathering data from various sources at the College and analyzing them by means of CLB descriptors. In addition, a process was developed for using the CLBA and CLB descriptors to benchmark tests: the Canadian Test of English for Scholars and Trainees (CanTEST, 1991) and the Test of English as a Foreign Language (TOEFL). In conclusion, the authors summarize some benefits realized by the benchmarking process. They also address the need to continue to evaluate the results and advise prudent use of the results of these projects.

Speech-Language Pathologists' Beliefs About Language Assessment of Bilingual/Bicultural Individuals

2003 ◽  
Vol 12 (1) ◽  
pp. 73-91 ◽  
Author(s):  
Effie Papoutsis Kritikos
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Language Assessment ◽  
The United States ◽  
Bilingual Assessment ◽  
Speech Language Pathologists ◽  
Personal Efficacy ◽  
Bilingual Issues ◽  
Lack Of Knowledge

A survey of speech/language pathologists, in 5 states across the United States was conducted to determine their beliefs about the language assessment of bilingual/bicultural individuals. Most SLPs reported low efficacy in bilingual assessment for both their own skills (personal efficacy) and those of the field in general (general efficacy). SLPs who learned a second language in the context of cultural experience (the CE group) reported more personal efficacy in bilingual assessment than speech-language pathologists who learned a second language via academic study (the AS group), who in turn felt more competent than monolingual SLPs (the M group). Furthermore, the 3 groups of respondents differed in terms of attributions for their low personal efficacy. The M group was most likely to mention their lack of knowledge about bilingual issues, the AS group commented on their less than optimal language proficiency, and the CE group focused on both proficiency and experience as influences. Over half of all participants (52%) reported that bilingual input in a child's environment would influence their interpretation of that child's language assessment results. Most of these participants (40%) reported that they would be more conservative in recommending language therapy for a bilingual than a monolingual child, particularly due to the respondent's own lack of knowledge of bilingual issues. Implications regarding the relations between language learning experiences and beliefs about the assessment of bilingual/bicultural individuals among SLPs are discussed.

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