Studies in Language Assessment最新文献_第3页

Towards ‘policy responsible’ language testing: Framing the Language Testing Research Centre’s contribution in languages other than English 迈向对政策负责的语言测试:构建语言测试研究中心对英语以外语言的贡献

Studies in Language Assessment Pub Date : 2021-01-01 DOI: 10.58379/hqym2624

C. Elder

引用次数: 1

The Generations: Research and Application at the LTRC 世代:LTRC的研究与应用

Studies in Language Assessment Pub Date : 2021-01-01 DOI: 10.58379/ciez8454

J. L. Bianco

引用次数: 1

The face of communication breakdown: Multimodal repair in L2 oral proficiency interviews 面对沟通障碍:二语口语水平访谈中的多模式修复

Studies in Language Assessment Pub Date : 2021-01-01 DOI: 10.58379/jlnv8752

J. Burton

{"title":"The face of communication breakdown: Multimodal repair in L2 oral proficiency interviews","authors":"J. Burton","doi":"10.58379/jlnv8752","DOIUrl":"https://doi.org/10.58379/jlnv8752","url":null,"abstract":"All communication entails moments of breakdown and repair. Research has shown that test-takers in oral proficiency interviews use both verbal and nonverbal behaviors to navigate these breakdowns, which may occur more often in online speaking tests than face-to-face settings. While individuals are often idiosyncratic in their baseline nonverbal behavior, it is unknown to what extent speakers resemble or differ from each other during moments of repair. To date, a research agenda including a broader range of embodied behavior in the context of language tests is lacking. In this study, four Zoom-based video recordings of second language tests were used to investigate seven categories of behavior and their alignment with speech during moments of other-initiated repair., This contribution uses multimodal conversation analysis to analyze differences in behavior amongst the participants and how those patterns align with the turn-by-turn nature of repair. The analysis shows that participants varied substantially in both the frequency and duration of each type of behavior during repair, and furthermore differed in how they combined these during their interaction with the examiner. The study highlights the need for more research in how individuals demonstrate their interactional competence both verbally and nonverbally for greater construct representation in second language speaking tests.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73452743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of prompt accent on elicited imitation assessments in English as a second language 提示重音对第二语言英语诱导模仿评价的影响

Studies in Language Assessment Pub Date : 2021-01-01 DOI: 10.58379/deqm7013

J. Barrows, Troy L. Cox

{"title":"The effect of prompt accent on elicited imitation assessments in English as a second language","authors":"J. Barrows, Troy L. Cox","doi":"10.58379/deqm7013","DOIUrl":"https://doi.org/10.58379/deqm7013","url":null,"abstract":"Elicited imitation (EI) assessments have been shown to discriminate well between speakers across proficiency levels, but little has been reported on the effect L2 accent has on test-takers’ ability to understand and process the test items they hear. Furthermore, no study has investigated the effect of accent on test-taker perceptions of EI tests. This study examined the relationships among accent, accent familiarity, EI test item difficulty and test scores. To investigate, self-reports of students’ exposure to different varieties of English were obtained from a pre-assessment survey. An EI test (63 items) was then administered in which English language learners (n = 213) in the United States listened to test items in three varieties of English: American English, Australian English, and British English. A Rasch analysis found that the test had high reliability (person separation = .94), with intended item level and accent both having a significant effect on test item difficulty. Survey results indicated a moderate relationship between an examinee’s familiarity with a particular accent and their person ability estimate measures. These findings suggest that prompt accent should be considered in EI test development.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86023252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Salaberry, M.R. & Burch, A.R. (Eds.) Assessing Speaking in Context: Expanding the Construct and its Applications 萨拉伯里，M.R.和伯奇，A.R.(编)语境中的口语评价:扩展结构及其应用

Studies in Language Assessment Pub Date : 2021-01-01 DOI: 10.58379/ppnw1264

Ying Chen, Qi Lu

引用次数: 0

Resolving interactional troubles and maintaining progressivity in paired speaking assessment in an EFL context 解决英语会话评估中的互动问题并保持其进步性

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/twos3837

Merve Çoban, Olcay Sert

{"title":"Resolving interactional troubles and maintaining progressivity in paired speaking assessment in an EFL context","authors":"Merve Çoban, Olcay Sert","doi":"10.58379/twos3837","DOIUrl":"https://doi.org/10.58379/twos3837","url":null,"abstract":"Any form of talk-in-interaction is organized in relation to progressivity (Schegloff, 2007; Hosoda & Aline, 2013). Progressivity of interaction may involve resolving interactional troubles and producing subsequent talk, and it is endemic to the organisation of conversation at the level of turn construction (Schegloff, 1979). In testing speaking skills, as progressivity of talk between peers is central for teachers to be able to assess students’ performances, troubles that halt progressivity and the resolution of such troubles by the students deserve close analyses. Against this background, this paper focuses on how paired L2 (i.e., English) speaking assessment interactions unfold in a Turkish higher education context. Using multimodal conversation analysis, we investigated the interactional resources that are deployed to maintain progressivity when there is a halt in the unfolding interaction, an under-researched phenomenon in L2 speaking assessment contexts. We used transcriptions of 100 video-recorded paired test interactions, each of which were approximately four minutes long. We identified and described the ways interactional trouble was flagged, paying close attention to how embodied resources, such as hand and other gestures, gaze direction, posture and body orientation, and facial expressions (Nevile, 2015), are used by the interactants. Based on 100 paired assessment interactions our findings reveal that in moments of interactional trouble participants make transitions to a sub-topic, formulate understandings, and engage in collaborative completions to maintain progressivity, using a variety of interactional resources as part of their interactional repertoires. The ways such troubles unfold in interaction and how they are resolved by L2 users to maintain progressivity of test-talk have potential to inform research on the assessment of Interactional Competence.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82792000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Assessing Interactional Competence: The role of intersubjectivity in a paired-speaking assessment task 评估互动能力:主体间性在配对说话评估任务中的作用

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/vkyg7791

A. R. Burch, Katharina Kley

{"title":"Assessing Interactional Competence: The role of intersubjectivity in a paired-speaking assessment task","authors":"A. R. Burch, Katharina Kley","doi":"10.58379/vkyg7791","DOIUrl":"https://doi.org/10.58379/vkyg7791","url":null,"abstract":"Since the turn of the century, the field of language assessment has increasingly turned its eye towards the assessment of Interactional Competence (IC) (Galaczi & Taylor, 2018; Plough et al., 2018; Roever & Kasper, 2018). This study is premised on the argument that a key function of IC is to achieve and maintain intersubjectivity, as made publicly viewable through the practices that participants employ to display that they understand each other, and how they understand each other. The paper thus suggests that IC assessment can and should consider intersubjectivity as a ratable construct. Using Multimodal Conversation Analysis (Goodwin, 2018; Mondada, 2011), the paper examines two paired-speaking assessment tasks conducted by learners of German at the end of their fourth semester of study, focusing on how and when the learners display understanding of prior talk, examining how they receipt turns and display epistemic and affective stances in a publicly viewable way. The study suggests that the same practices the participants employ to display their understandings to each other can be used in a heuristic fashion by language testers to assess IC and concludes by considering the practical implications these have for classroom assessment.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88092284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

How do raters understand rubrics for assessing L2 interactional engagement? A comparative study of CA- and non-CA-formulated performance descriptors 评分者如何理解评估第二语言互动参与的准则?CA和非CA配制性能描述符的比较研究

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/jciw3943

Erica Sandlund, T. Greer

{"title":"How do raters understand rubrics for assessing L2 interactional engagement? A comparative study of CA- and non-CA-formulated performance descriptors","authors":"Erica Sandlund, T. Greer","doi":"10.58379/jciw3943","DOIUrl":"https://doi.org/10.58379/jciw3943","url":null,"abstract":"While paired student discussion tests in EFL contexts are often graded using rubrics with broad descriptors, an alternative approach constructs the rubric via extensive written descriptions of video-recorded exemplary cases at each performance level. With its long history of deeply descriptive observation of interaction, Conversation Analysis (CA) is one apt tool for constructing such exemplar-based rubrics; but to what extent are non-CA specialist teacher-raters able to interpret a CA analysis in order to assess the test? This study explores this issue by comparing two paired EFL discussion tests that use exemplar-based rubrics, one written by a CA specialist and the other by EFL test constructors not specialized in CA. The complete dataset consists of test recordings (university-level Japanese learners of English, and secondary-level Swedish learners of English) and recordings of teacher-raters’ interaction. Our analysis focuses on ways experienced language educators perceive engagement while discussing their ratings of the video-recorded test talk in relation to the exemplars and descriptive rubrics. The study highlights differences in the way teacher-raters display their understanding of the notion of engagement within the tests, and demonstrates how CA rubrics can facilitate a more emically grounded assessment.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84091941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

L.F. Bachman & B. Damböck. Language Assessment for Classroom Teachers L.F.巴赫曼& B. Damböck。课堂教师的语言评估

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/jlyv5956

Lan Luo

引用次数: 2

P. Seedhouse & F. Nakatsuhara. The Discourse of the IELTS Speaking Test: Interactional design and practice P. Seedhouse & F. Nakatsuhara。雅思口语考试语篇:互动设计与实践

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/liyg6723

Shih-Chang Chen

引用次数: 0