Book review
Measuring L2 Proficiency: Perspectives From SLA.
Reviewed by
Zehra Savran | Institute of Social Sciences, Department of English, Language and Literature, Firat University
References (12)
Alanen, R., Huhta, A., Martin, M., Tarnanen, M., Mäntylä, K., Kalaja, P., & Palviainen, Å. (2012). Designing and assessing L2 writing tasks across CEFR proficiency levels. In M. Torrance, D. Alamargot, M. Castelló, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, & L. Van Waes (Eds.), Learning to write effectively: Current trends in European Research (pp. 25–221). Bingley: Emerald Group Publishing Limited. 

August, G. (2006). So, what’s behind adult English second language reading? Bilingual Research Journal, 30(2), 245–264. 

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. 

Cui, Y. (2008). L2 proficiency and L2 reading: Consolidating the linguistic threshold hypothesis. Paper presented at the
Language & Literacy Graduate Student Conference
, Victoria, BC, Canada. Retrieved from [URL]
Edwards, J. (2014). Thinking of the world : Examining the growing popularity of French immersion in the United States. Retrieved from [URL]
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3), 285–300. 

Graddol, D. (1997). The future of the English language. The British Council, 1–66.
Keddle, J.S. (2004). The CEF and the secondary school syllabus. In K. Morrow (Ed.), Insights from the European framework (pp. 43–54). Oxford: Oxford University Press.
Kormos, J. (2006). Speech production and second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Segalowitz, N. (2010). Cognitive bases of second language fluency. New York, NY: Routledge. 

Siegel, J. (2003). Social context. In C.J. Doughty & M.H. Long (Eds.), The handbook of second language acquisition (pp. 178–224). Malden, MA: Blackwell Publishing. 

Weir, C.J. (2005). Limitations of the common European framework for developing comparable examinations and tests. Language Testing, 22(3), 281–300. 
