ISBN 9789027285546 | EUR125.00/38.00* | USD188.00/57.00*
This book brings together a collection of current research on the assessment of oral proficiency in a second language. Fourteen chapters focus on the use of the language proficiency interview or LPI to assess oral proficiency. The volume addresses the central issue of validity in proficiency assessment: the ways in which the language proficiency interview is accomplished through discourse.
Contributors draw on a variety of discourse perspectives, including the ethnography of speaking, conversation analysis, language socialization theory, sociolinguistic variation theory, human interaction research, and systemic functional linguistics. And for the first time, LPIs conducted in German, Korean, and Spanish are examined as well as interviews in English.
This book sheds light on such important issues as how speaking ability can be defined independently of an LPI that is designed to assess it and the extent to which an LPI is an authentic representation of ordinary conversation in the target language. It will be of considerable interest to language testers, discourse analysts, second language acquisition researchers, foreign language specialists, and anyone concerned with proficiency issues in language teaching and testing.
2012. Proficiency and Sequential Organization of L2 Requests. Applied Linguistics 33:1 ► pp. 42 ff.
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2000. Modern language testing at the turn of the century: assuring that what we count counts. Language Testing 17:1 ► pp. 1 ff.
Bachman, Lyle F.
2002. Some reflections on task-based language performance assessment. Language Testing 19:4 ► pp. 453 ff.
Brown, Annie, Noriko Iwashita & Tim McNamara
2005. AN EXAMINATION OF RATER ORIENTATIONS AND TEST-TAKER PERFORMANCE ON ENGLISH-FOR-ACADEMIC-PURPOSES SPEAKING TASKS. ETS Research Report Series 2005:1 ► pp. i ff.
Carter, Susan
2012. English as an additional language (EAL)viva voce: the EAL doctoral oral examination experience. Assessment & Evaluation in Higher Education 37:3 ► pp. 273 ff.
Chaudron, Craig
2003. Data Collection in SLA Research. In The Handbook of Second Language Acquisition, ► pp. 762 ff.
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2008. Computer Simulation and New Ways of Creating Matched-Guise Techniques. International Multilingual Research Journal 2:1-2 ► pp. 102 ff.
Cumming, Alister
2004. Broadening, Deepening, and Consolidating. Language Assessment Quarterly 1:1 ► pp. 5 ff.
Evans, Michael, Linda Fisher, Karen Forbes & Yongcan Liu
2019. The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue. Language and Education 33:1 ► pp. 18 ff.
Filipi, Anna, Binh Thanh Ta & Maryanne Theobald
2022. Storytelling Practices: Methods and Insights from Conversation Analysis and Their Applications. In Storytelling Practices in Home and Educational Contexts, ► pp. 3 ff.
Fujiwara, Yasuhiro
2007. Critical Language Testing on Pragmatics Tests: Are Pragmatics Tests Really Appropriate?. Asian Englishes 10:1 ► pp. 24 ff.
Gardner, Rod
2004. Conversation Analysis. In The Handbook of Applied Linguistics, ► pp. 262 ff.
Garoni, Stephanie, Christine Edwards-Groves & Christina Davidson
2021. The ’doubleness’ of transition: Investigating classroom talk practices in literacy lessons at the end of primary school and the beginning of secondary school. The Australian Journal of Language and Literacy 44:2 ► pp. 62 ff.
Gross, Tobey
2023. Linguistic Pragmatics and Contextual Language. SSRN Electronic Journal
He, Agnes Weiyun
2010. The Heart of Heritage: Sociocultural Dimensions of Heritage Language Learning. Annual Review of Applied Linguistics 30 ► pp. 66 ff.
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2017. Discourse Analysis. In The Handbook of Linguistics, ► pp. 445 ff.
Hoekje, Barbara
2016. “Language,” “communication,” and the longing for the authentic in LSP testing. Language Testing 33:2 ► pp. 289 ff.
HUTH, THORSTEN
2010. Can Talk Be Inconsequential? Social and Interactional Aspects of Elicited Second‐Language Interaction. The Modern Language Journal 94:4 ► pp. 537 ff.
Jin, Tan & Barley Mak
2013. Distinguishing features in scoring L2 Chinese speaking performance: How do they work?. Language Testing 30:1 ► pp. 23 ff.
Kasper, Gabriele
2013. Managing task uptake in oral proficiency interviews. In Assessing Second Language Pragmatics, ► pp. 258 ff.
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2002. Epilogue. Language Learning 52:s1 ► pp. 305 ff.
Kasper, Gabriele & Steven J. Ross
2013. Assessing second language pragmatics: An overview and introductions. In Assessing Second Language Pragmatics, ► pp. 1 ff.
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2014. Conversation Analysis in Applied Linguistics. Annual Review of Applied Linguistics 34 ► pp. 171 ff.
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Kim, Stephanie Hyeri & Innhwa Park
2015. Test taker-initiated repairs in an English oral proficiency exam for international teaching assistants. Text & Talk 35:2
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Betty Lou Leaver & Boris Shekhtman
2002. Developing Professional-Level Language Proficiency,
2016. Book Review: The Co-construction of Conversation in Group Oral Tests. Language Testing 33:1 ► pp. 141 ff.
Lim, Gad S.
2018. Conceptualizing and Operationalizing Second Language Speaking Assessment: Updating the Construct for a New Century. Language Assessment Quarterly 15:3 ► pp. 215 ff.
Marcet, Erika & Ryoko Sasamoto
2023. Examining interlanguage pragmatics from a relevance-theoretic perspective: Challenges in L2 production. Intercultural Pragmatics 20:4 ► pp. 405 ff.
Mcnamara, Tim
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McNamara, Tim
2006. Validity in Language Testing: The Challenge of Sam Messick's Legacy. Language Assessment Quarterly 3:1 ► pp. 31 ff.
McNamara, Tim
2019. Language and Subjectivity,
McNamara, Tim, Carolien Van Den Hazelkamp & Maaike Verrips
2016. LADO as a Language Test: Issues of Validity. Applied Linguistics 37:2 ► pp. 262 ff.
Morreale, Sherwyn, Philip Backlund, Ellen Hay & Michael Moore
2011. Assessment of Oral Communication: A Major Review of the Historical Development and Trends in the Movement from 1975 to 2009. Communication Education 60:2 ► pp. 255 ff.
Nakatsuhara, Fumiyo
2011. Effects of test-taker characteristics and the number of participants in group oral tests. Language Testing 28:4 ► pp. 483 ff.
NGUYEN, HANH THI
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Pan, Mingwei
2016. Literature Review. In Nonverbal Delivery in Speaking Assessment, ► pp. 9 ff.
Phakiti, Aek & Carsten Roever
2011. Current Issues and Trends in Language Assessment in Australia and New Zealand. Language Assessment Quarterly 8:2 ► pp. 103 ff.
Rahaf Almazmome, M.A.
2023. Students’ Interaction in Breakout Rooms. In Higher Education - Reflections From the Field - Volume 4 [Education and Human Development, 6],
Roever, Carsten
2011. Testing of second language pragmatics: Past and future. Language Testing 28:4 ► pp. 463 ff.
Roever, Carsten & Naoki Ikeda
2022. What scores from monologic speaking tests can(not) tell us about interactional competence. Language Testing 39:1 ► pp. 7 ff.
Roever, Carsten & Gabriele Kasper
2018. Speaking in turns and sequences: Interactional competence as a target construct in testing speaking. Language Testing 35:3 ► pp. 331 ff.
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2017. Co-construction and Its Limits. In Interviewing for Language Proficiency, ► pp. 175 ff.
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2017. Language Proficiency Interviews and the Assessment of Speaking. In Interviewing for Language Proficiency, ► pp. 1 ff.
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2016. Testing L2 Talk: A Review of Empirical Studies on Second‐Language Oral Proficiency Testing. Language and Linguistics Compass 10:1 ► pp. 14 ff.
Seedhouse, Paul
2012. What kind of interaction receives high and low ratings in Oral Proficiency Interviews?. English Profile Journal 3
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2018. Second language interactional competence and its development: An overview of conversation analytic research on interactional change over time. Language and Linguistics Compass 12:8
Spence-Brown, Robyn
2001. The eye of the beholder: authenticity in an embedded assessment task. Language Testing 18:4 ► pp. 463 ff.
Taguchi, Naoko
2011. Teaching Pragmatics: Trends and Issues. Annual Review of Applied Linguistics 31 ► pp. 289 ff.
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2013. Assessing Health Professionals. In The Companion to Language Assessment, ► pp. 497 ff.
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2015. Validity argument for assessing L2 pragmatics in interaction using mixed methods. Language Testing 32:2 ► pp. 199 ff.
Youn, Soo Jung
2020. Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment. TESOL Quarterly 54:1 ► pp. 201 ff.
Youn, Soo Jung
2020. Managing proposal sequences in role-play assessment: Validity evidence of interactional competence across levels. Language Testing 37:1 ► pp. 76 ff.
Young, Richard F. & Elizabeth R. Miller
2004. Learning as Changing Participation: Discourse Roles in ESL Writing Conferences. The Modern Language Journal 88:4 ► pp. 519 ff.
[no author supplied]
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