The Specifics of Determining the Level of Communicative Competence in Reading in the Russian and Finnish Systems of Language Testing

2021 ◽  
pp. 122-132
Author(s):  
Lyubov P. Klobukova ◽  
Anastasiya V. Sazonova
Keyword(s):  
Communicative Competence ◽  
Language Testing

scholarly journals Incorporating Communicative Competence in Assessment and English Language Teaching in Multilingual Settings

2020 ◽  
Vol 2 (1) ◽  
pp. 8-13
Author(s):  
Ella Yuzar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Test Validity ◽  
Real Life ◽  
Historical Review ◽  
Language Testing ◽  
Language Assessment ◽  
English Language Teaching

There has been a high level of agreement among scholars that communicative competence should be integrated within language learning and assessments. The study attempts to unravel the issues of how communicative competence can be assessed and measured in multilingual environments and how communicative language testing can be promoted. Using the content analysis approach as the qualitative method, it begins with the historical review of communicative competence that started at the beginning of 1970s to the most current concept involving intercultural communicative competence. Then, some practical models of communicative competence that can be used to propose a measurement of communicative competence are presented. Later, this article argues that there is an upsurge need to shift the paradigm of language testing and language assessment towards communicative competence. Moreover, the nature of language testing should not only concern linguistic or knowledge competence but also recognize the different varieties of English. This study implies that, in the field of language testing, language test designers should encompass the concept of communicative competence in the test construct to include real-life language use, and by extension, to increase test validity. As for teachers, a reform integrating communicative competence in classroom language assessment has become essential within the scope of language teaching.

scholarly journals An overview of assessment in interpreting

2019 ◽  
Vol 35 (2) ◽  
pp. 139-160
Author(s):  
Reynaldo J Pagura
Keyword(s):  
Educational Program ◽  
Communicative Competence ◽  
Language Testing ◽  
International Institution ◽  
High Stakes ◽  
Education Community ◽  
Interpreter Education ◽  
Cross Fertilization

This article suggests that the interpreter education community would benefit from cross-fertilization with the language testing community, which has been around much longer. The main principles used in testing speaking (or communicative competence) developed along the last decades by language testing experts and institutions can – and should – be applied to the testing of interpreter performance, mainly in high stakes examinations, such as those used for certification, employment at an international institution, or graduation from an educational program. The concept and some relevant studies concerning the notion of quality in professional interpretation are also discussed and suggested as ancillary help to build the constructs used in said examinations.

scholarly journals NATIONALLY-ORIENTED APPROACH TO THE COMMUNICATIVE COMPETENCE DEVELOPMENT IN THE PROCESS OF TEACHING FOREIGN LANGUAGES

2020 ◽  
Vol 5 ◽  
pp. 395
Author(s):  
Julia Grickevich ◽  
Svetlana Luk’janova ◽  
Larisa Popkova ◽  
Anastasija Jakovleva
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Testing ◽  
Foreign Languages ◽  
Testing System ◽  
State University ◽  
National Characteristics ◽  
International English ◽  
Oriented Approach

The article is devoted to the conceptualization of the possibilities of a nationally-oriented approach in the development of communicative competence, particularly of sociocultural competence, in the process of teaching foreign languages. The article dwells upon the interdependence of students' national characteristics, the degree of tolerance to ambiguity and the results of language testing. The theoretical basis are works on the methodology of teaching foreign languages related to the development of communicative competence, as well as to the concept of “tolerance to ambiguity”. The authors of the article determine the ways, means, methods of forming the proper level of tolerance to ambiguity, and therefore, a tolerant attitude to the values of the carriers of another culture. Experimental data were obtained in the course of work with groups of Chinese and Turkmen students studying Russian as a foreign language at Pskov State University, as well as with the groups of Russian-speaking school graduates who took mock  International English Language Testing System [IELTS] in St. Petersburg, Novosibirsk and Pskov. A nationally-oriented approach in teaching foreign languages should be prioritized not only at the stage of preparation for language testing, but also in the development of test materials. 

scholarly journals PURSUING AUTHENTICITY IN ESP TESTING - THE NEED FOR INTERDISCIPLINARY COLLABORATION

2019 ◽  
pp. 159
Author(s):  
Lan Luo
Keyword(s):  
Communicative Competence ◽  
Interdisciplinary Collaboration ◽  
Test Validity ◽  
Language Testing ◽  
English For Specific Purposes ◽  
Primary Factor ◽  
Assessment Criteria ◽  
Oral Test ◽  
Professional Field ◽  
Professional Context

Authenticity is the primary factor affecting test validity in ESP (English for Specific Purposes) test. While ensuring the authenticity of test tasks, pursuing authenticity in assessment criteria has received more and more attention. Studies have shown that experts in the professional field use different assessment criteria when assessing candidates’ communicative competence in a particular professional context. It is certainly the case that the construct of communicative competence informing practice in language testing is different from the views of communication informing the communication literature in the professional setting, and hence the views of educators in that field. Rapprochement between these two perspectives is clearly desirable. This paper reviews the history and development of ESP testing, emphasizes the necessity of balancing the different scoring views between linguists and professional experts from the perspective of EMP (English for Medical Purposes) oral test, and discusses the implication of pursuing authenticity in ESP testing as well as ESP teaching.

Teaching Partners to Support Communication for Adults with Acquired Communication Impairment

2013 ◽  
Vol 22 (1) ◽  
pp. 4-15 ◽  
Author(s):  
Laura J. Ball ◽  
Joanne Lasker
Keyword(s):  
Practice Patterns ◽  
Communicative Competence ◽  
Communication Disorders ◽  
Communication Impairment ◽  
Communication Partner ◽  
Communication Partners ◽  
Selection For ◽  
Communication Needs ◽  
End Of Life Communication ◽  
Lateral Sclerosis

Abstract For adults with acquired communication impairment, particularly those who have communication disorders associated with stroke or neurodegenerative disease, communication partners play an important role in establishing and maintaining communicative competence. In this paper, we assemble some evidence on this topic and integrate it with current preferred practice patterns (American Speech-Language-Hearing Association, 2004). Our goals are to help speech-language pathologists (SLPs) identify and describe partner-based communication strategies for adults with acquired impairment, implement evidence-based approaches for teaching strategies to communication partners, and employ a Personnel Framework (Binger et al., 2012) to clarify partners? roles in acquiring and supporting communication tools for individuals with acquired impairments. We offer specific guidance about AAC techniques and message selection for communication partners involved with chronic, degenerative, and end of life communication. We discuss research and provide examples of communication partner supports for person(s) with aphasia and person(s) with amyotrophic lateral sclerosis who have complex communication needs.

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