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| 101 |
Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test
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In: Languages ; Volume 4 ; Issue 2 (2019)
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| 102 |
LA VARIACIÓN LINGÜÍSTICA EN CONTEXTOS ESPECIALIZADOS: VARIEDADES DIATÓPICAS Y DIASTRÁTICAS EN LA EVALUACIÓN E INTERVENCIÓN DEL LENGUAJE
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In: Tonos Digital; NÚMERO 36 - ENERO 2019 (2019)
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| 103 |
Portfolios as a strategy to lower English language test anxiety: the case of Chile
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| 104 |
Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test
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Abstract:
This is a peer-reviewed online research report in the British Council Validation Series (https://www.britishcouncil.org/exam/aptis/research/publications/validation). Abstract The current study draws on the findings of Tavakoli, Nakatsuhara and Hunter’s (2017) quantitative study which failed to identify any statistically significant differences between various fluency features in speech produced by B2 and C1 level candidates in the Aptis Speaking test. This study set out to examine whether there were differences between other aspects of the speakers’ performance at these two levels, in terms of lexical and syntactic complexity, accuracy and use of metadiscourse markers, that distinguish the two levels. In order to understand the relationship between fluency and these other aspects of performance, the study employed a mixed-methods approach to analysing the data. The quantitative analysis included descriptive statistics, t-tests and correlational analyses of the various linguistic measures. For the qualitative analysis, we used a discourse analysis approach to examining the pausing behaviour of the speakers in the context the pauses occurred in their speech. The results indicated that the two proficiency levels were statistically different on measures of accuracy (weighted clause ratio) and lexical diversity (TTR and D), with the C1 level producing more accurate and lexically diverse output. The correlation analyses showed speed fluency was correlated positively with weighted clause ratio and negatively with length of clause. Speed fluency was also positively related to lexical diversity, but negatively linked with lexical errors. As for pauses, frequency of end-clause pauses was positively linked with length of AS-units. Mid-clause pauses also positively correlated with lexical diversity and use of discourse markers. Repair fluency correlated positively with length of clause, and negatively with weighted clause ratio. Repair measures were also negatively linked with number of errors per 100 words and metadiscourse marker type. The qualitative analyses suggested that the pauses mainly occurred a) to facilitate access and retrieval of lexical and structural units, b) to reformulate units already produced, and c) to improve communicative effectiveness. A number of speech exerpts are presented to illustrate these examples. It is hoped that the findings of this research offer a better understanding of the construct measured at B2 and C1 levels of the Aptis Speaking test, inform possible refinements of the Aptis Speaking rating scales, and enhance its rater training programme for the two highest levels of the test. ; British Council ; although freely available on the web, copyright is British Council so passing metadata only.
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Keyword:
Aptis speaking test; English language testing; speaking; X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/623563
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| 105 |
Using eye-tracking research to inform language test validity and design
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| 106 |
Beyond Standardized Test Scores: The Use of Culturally and Linguistically Responsive Pedagogy to Improve Access to Gifted Programming for Hispanic Students
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In: Theses and Dissertations (2019)
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| 107 |
Die Brücke zwischen Sprachstandsdiagnostik und Deutschförderung im UF Psychologie/Philosophie
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| 108 |
Test-retest reliability of diffusion measures extracted along white matter language fiber bundles using HARDI-based tractography
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| 109 |
The test-retest reliability of the Western Aphasia Battery-Revised
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| 110 |
Assessing EFL speaking skills in Vietnamese tertiary education
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| 111 |
Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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| 112 |
Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment
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In: Practical Assessment, Research, and Evaluation (2019)
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| 113 |
Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance
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In: Practical Assessment, Research, and Evaluation (2019)
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| 114 |
Linguistic Simplification: A Promising Test Accommodation for LEP Students?
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In: Practical Assessment, Research, and Evaluation (2019)
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| 115 |
THE IMPLEMENTATION OF LANGUAGE ASSESSMENT PRINCIPLES ON SUMMATIVE TEST AT MADRASAH ALIYAH NI’MATUL AZIZ JELAPAT BARITO KUALA ACADEMIC YEAR 2017/2018.
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 8, Iss 2, Pp 322-342 (2019) (2019)
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| 116 |
Comparison of Chinese and Western English language proficiency measures in transnational business degrees
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| 117 |
THE EQUIVALENCE OF TOEP FORMS
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 88-104 (2019) (2019)
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