Individualizing the Assessment of Language Abilities (Multilingual Matters) PDF
Preview Individualizing the Assessment of Language Abilities (Multilingual Matters)
cover next page > title: Individualizing the Assessment of Language Abilities Multilingual Matters (Series) ; 59 author: Jong, John H. A. L. de publisher: Multilingual Matters isbn10 | asin: 1853590665 print isbn13: 9781853590665 ebook isbn13: 9780585171630 language: English subject Language and languages--Ability testing, Individualized instruction. publication date: 1990 lcc: P53.4.I53 1990eb ddc: 418/.0076 subject: Language and languages--Ability testing, Individualized instruction. cover next page > < previous page page_i next page > Page i Individualizing the Assessment of Language Abilities < previous page page_i next page > < previous page page_ii next page > Page ii Multilingual Matters Age in Second Language Acquisition BIRGIT HARLEY Bicultural and Trilingual Education MICHAEL BYRAM and JOHAN LEMAN (eds.) Communication and Simulation D. CROOKALL and D. SAUNDERS (eds.) Cultural Studies in Foreign Language Education MICHAEL BYRAM Current Trends in European Second Language Acquisition Research HANS W. DECHERT (ed.) Dialect and Education: Some European Perspectives J. CHESHIRE, V. EDWARDS, H. MUNSTERMANN, B. WELTENS (eds.) Introspection in Second Language Research C. FAERCH and G. KASPAR (eds.) Key Issues in Bilingualism and Bilingual Education COLIN BAKER Language Acquisition: The Age Factor D. M. SINGLETON Language in Education in Africa CASMIR M. RUBAGUMYA (ed.) Language and Education in Multilingual Settings BERNARD SPOLSKY (ed.) Language Planning and Education in Australasia and the South Pacific R. B. BALDAUF and A. LUKE (eds.) Marriage Across Frontiers A. BARBARA Methods in Dialectology ALAN R. THOMAS (ed.) Minority Education: From Shame to Struggle T. SKUTNABB-KANGAS and J. CUMMINS (eds.) The Moving Experience: A Practical Guide to Psychological Survival G. MELTZER and E. GRANDJEAN Modelling and Assessing Second Language Acquisition K. HYLTENSTAM and M. PIENEMANN (eds.) The Role of the First Language in Second Language Learning HÅKAN RINGBOM Second Language Acquistion - Foreign Language Learning B. VanPATTEN and J. F. LEE (eds.) Special Language: From Humans Thinking to Thinking Machines C. LAUREN and M. NORDMAN (eds.) Teaching and Learning English Worldwide J. BRITTON, R. E. SHAFER and K. WATSON (eds.) Variation in Second Language Acquisition (Vol. I and II) S. GASS, C. MADDEN, D. PRESTON and L. SELINKER (eds.) Please contact us for the latest book information: Multilingual Matters, Bank House, 8a Hill Rd, Clevedon, Avon BS21 7HH, England < previous page page_iii next page > Page iii MULTILINGUAL MATTERS 59 Series Editor: Derrick Sharp Individualizing the Assessment of Language Abilities Edited by John H. A. L. de Jong and Douglas K. Stevenson MULTILINGUAL MATTERS LTD Clevedon - Philadelphia < previous page page_iii next page > < previous page page_iv next page > Page iv Library of Congress Cataloging in Publication Data Individualizing the Assessment of Language Abilities Edited by John H. A. L. de Jong and Douglas K. Stevenson p.cm. (Multilingual Matters: 59) Bibliography: p. Includes indexes 1. Language and languagesability testing 2. Individualized instruction I. Jong, John H. A. L. de, 1947- . II. Stevenson, Douglas Keith, 1944- . III. Series: Multilingual Matters (Series): 59 P53.4.153 1990 418'0076-dc20 British Library Cataloguing in Publication Data Individualizing the Assessment of Language Abilities (Multilingual Matters: 59) 1. Children. Language skills. Assessment I. Jong, John H. A. L. de. II. Stevenson, Douglas K. 401'.9 ISBN 1-85359-067-3 ISBN 1-85359-066-5 (pbk) Multilingual Matters Ltd Bank House, 8a Hill Road, Clevedon, Avon BS21 7HH, England & 1900 Frost Road, Suite 101 Bristol, PA 19007 USA Copyright © 1990 John H. A. L. de Jong, Douglas K. Stevenson and the authors of individual chapters All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher Index compiled by Meg Davies (Society of Indexers) Typeset by SB Datagraphics Printed and bound in Great Britain by WBC Print Ltd., Bridgend < previous page page_iv next page > < previous page page_v next page > Page v CONTENTS Preface ix Foreword xi Section I: Theoretical Considerations On Individualized Assessment 1 3 Social Aspects of Individual Assessment Bernard Spolsky 2 16 Response to Spolsky Arthur Hughes 3 20 Learner-Centred Testing through Computers: Institutional Issues in Individual Assessment J. Charles Alderson 4 28 Response to Alderson Paul Tuffin 5 38 National Issues in Individual Assessment: The Consideration of Specialization Bias in University Language Screening Tests Grant Henning 6 51 Response to Henning: Limits of Language Testing Graeme D. Kennedy 7 56 Psychometric Aspects of Individual Assessment Geofferey N. Masters 8 71 Response to Masters: Linguistic Theory and Psychometric Models John H.A.L. de Jong < previous page page_v next page > < previous page page_vi next page > Page vi Section II: Language Teaching And Individualized Assessment 9 83 Individual Learning Styles in Classroom Second Language Development Rod Ellis 10 97 Comprehension of Sentences and of Intersentential Relations by 11- to 15-Year-Old Pupils Denis Levasseur And Michel Pagé 11 108 Discourse Organization in Oral and Written Language: Critical Contrasts for Literacy and Schooling Rosalind Horowitz 12 127 Indeterminacy in First and Second Languages: Theoretical and Methodological Issues Antonella Sorace 13 154 An Experiment in Individualization Using Technological Support Norma Norrish 14 166 Discrete Focus vs. Global Tests: Performance on Selected Verb Structures Harry L. Gradman And Edith Hanania Section III: Individualization And Assessment Procedures 15 179 Operationalising Uncertainty in Language Testing: An Argument in Favour of Content Validity Alan Davies 16 196 Minority Languages and Mainstream Culture: Problems of Equity and Assessment Mary Kalantzis, Diana Slade, And Bill Cope 17 214 The Role of Prior Knowledge and Language Proficiency as Predictors of Reading Comprehension among Undergraduates Tan Soon Hock 18 225 The Language Testing Interview: A Reappraisal Gillian Perrett < previous page page_vi next page > < previous page page_vii next page > Page vii 19 239 Directions in Testing for Specific Purposes Gill Westaway, J. Charles Alderson And Caroline M. Clapham List of Contributors 257 Index 263 < previous page page_vii next page > < previous page page_vii next page > Page vii 19 239 Directions in Testing for Specific Purposes Gill Westaway, J. Charles Alderson And Caroline M. Clapham List of Contributors 257 Index 263 < previous page page_vii next page > < previous page page_ix next page > Page ix PREFACE The 15 chapters in this volume were chosen from among the several hundred papers which were presented at the 1987 AILA World Congress in Sydney, Australia. The first four chapters are complemented by responses, making a total of 19 contributions. This collection reflectsand responds tothe growing international interest in the theme of individualization. More specifically, it brings forward many of the current issues, problems, and hopes of the movement towards individualizing the assessment of language abilities. Independence and internationalism are two of the most noteworthy markers of this movement. It is not tied to any particular school or "brand" of linguistics, or any single approach or trend in language teaching. Nor does it presume any one testing method or measure. Similarly, the interest in individualization does not have a nationalistic slant, or a geographical center. Rather, the interest is as apparent in Malaysia and Montreal as it is in Melbourne, and colleagues working in Edinburgh, Jerusalem, or San Antonio find much in common. These chapters sample and represent this great diversity in professional interests and origins. As a result, they are of interest to the classroom teacher as well as the linguist and the teacher of teachers, to those concerned with large-scale assessment, as well as those concerned about that one individual who, when taking a test, always takes it personally. The editors would like to express their appreciation to the two dozen contributors, first, for allowing their papers to be included in this volume, and secondly, for complying with the rather stringent time requirements which allowed this volume to appear so that what is of current interest, remains current. We would also like to thank the publisher, Multilingual Matters, for their immediate, and firm support in bringing together contributions which otherwise would only have been available piecemeal. Editorial policy has been to interfere as little as possible with each contributor's presentation style, and academic accent. Even consistent spelling variation among the contributions, being normal and natural, has been maintained. In the same spirit, addresses have been provided in the List of Contributors. THE EDITORS < previous page page_ix next page >
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