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 论文编号：
lw200801172145413550 |
| 论文属性：
dissertation |
| 论文语言：English |
| 论文国家：U.K. |
| 登出日期： 2008-01-17 |
| 字数： 2000 |
| 源程序：
无 |
| 价格：
免费论文 |
| 注明： |
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| 论文大纲，目录 |
| 关键词搜索： Language Testing |
arly in language learning and language teaching? These reviews discuss several specific areas in which valuable contributions can be expected (e.g., program evaluation, second language acquisition, classroom learning, research methodology). Part 2 of this paper focuses on two recent developments in language testing, discussing their potential contributions to language learning and language teaching. I argue first that a theoretical model of second language ability that has emerged on the basis of research in language testing can be useful for both researchers and practitioners in language learning and language teaching. Specifically, I believe it provides a basis for both conceptualizing second language abilities whose acquisition is the object of considerable research and instructional effort, and for designing language tests for use both in instructional settings and for research in language learning and language teaching. Second, I will describe an approach to characterize the authenticity of a language task which I believe can help us to better understand the nature of the tasks we set, either for students in instructional programs or for subjects in language learning research and which can thus aid in the design and development of tasks that are more useful for these purposes.
PART 1: LANGUAGE TESTING IN THE 1990s
In echoing Alderson’s (1991) title, I acknowledge the commonal-ities among the review articles mentioned above in the themes they discuss and the issue英语论文网 【http://www.51lunwen.org】s they raise. While each review emphasizes specific areas, all approach the task with essentially the same rhetorical organization: a review of the achievements in language testing, or lack thereof, over the past decade; a discussion of areas of likely continued development; and suggestions of areas in need of increased emphasis to assure developments in the future. Both Alderson and Skehan argue that while language testing has made progress in some areas, on the whole “there has been relatively little progress in language testing until recently” (Skehan, 1991, p. 3). Skehan discusses the contextual factors—theory, practical consider-ations, and human considerations—that have influenced language testing in terms of whether these factors act as “forces for conserva-tism” or “forces for change” (p. 3). The former, he argues, “all have the consequence of retarding change, reducing openness, and gen-erally justifying inaction in testing” (p. 3), while the latter are “pres-sures which are likely to bring about more beneficial outcomes” (p. 7). All of the reviews present essentially optimistic views of where language testing is going and what it has to offer other areas of applied linguistics. I will group the common themes of these reviews into the general areas of (a) theoretical issues and their im-plications for practical application, (b) methodological advances, and (c) language test development.
THEORETICAL ISSUES
One of the major preoccupations of language testers in
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