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1. Textbook Trends in Teaching Language Testing (EJ799616)
Author(s):
Davies, Alan
Source:
Language Testing, v25 n3 p327-347 2008
Pub Date:
2008-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Textbook Content; Content Analysis; Language of Instruction; Testing; Language Tests; Ethics; Resource Materials; Trend Analysis; Psychometrics; Statistical Analysis; Instructional Materials; English (Second Language); Second Language Learning; Second Language Instruction
Abstract: The article examines changes in language testing textbooks in English since Lado (1961) and proposes that two trends may be discerned. The first shows how the growing professionalism of the field has required an expansion in teaching materials to meet the need for new training programmes. What the expansion also shows is the desire, again a mark of increasing professionalism, to provide all teaching resources from within the profession so that for needed skills (e.g. statistics and measurement) it is now less necessary to appeal to outsiders such as statisticians and psychometricians. The second trend explains the need for the profession to expand its view of the skills needed by its members. From Lado onwards, skills were always conjoined with knowledge about language and about testing. More recently, the profession has explicitly declared a concern for principles with regard, for example, to validity and to ethics. The increasing professionalism comes at a cost: that cost is twofold: in-housing all resources means that language testers are increasingly insulated from other potentially rewarding disciplines. And the complete resource offerings in the later teaching materials means that students may be denied empirical encounters with real language learners, spending all (or much of) their training within the resource material. The article also questions how far research has informed the changes in training materials. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Englishes of English Tests: Bias Revisited (EJ787334)
Hamp-Lyons, Liz; Davies, Alan
World Englishes, v27 n1 p26-39 Feb 2008
2008-02-00
Journal Articles; Reports - Evaluative
No
Descriptors: Second Language Learning; North American English; English (Second Language); Language Proficiency; Language Tests; Test Bias; Nonstandard Dialects; Language Variation; Evaluators; Scoring
Abstract: The two authors conducted a small empirical study to attempt to find support for--or evidence against--the view that international tests of English language proficiency are unfair to speakers of non-standards forms of English, since these tests privilege standard forms. We explore the question of whose norms should be imposed in these tests, and what the consequences for test-takers are if the norm imposed by the test is not the "normal" variety accepted in their own society. Data used for the study are written texts by English learners from six language backgrounds, scored by raters from their own language backgrounds as well as by native American English raters. Interesting patterns emerge, but we conclude that the complexity of the variables involved, the small n-size, and the inherent unreliability of scoring productive samples prevent any definitive claims being made. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Reflections on Developing an Offshore, Action Research/Learning-Based Ph.D. Program (EJ817916)
Sankaran, Shankar; Hase, Stewart; Dick, Bob; Davies, Alan
Action Learning: Research and Practice, v3 n2 p197-211 Sep 2006
2006-09-00
Descriptors: Action Research; Experiential Learning; Doctoral Programs; Foreign Countries; Administrator Education; Distance Education; Problems; Program Development; Program Improvement
Abstract: In this paper, the authors describe their experience of establishing an action research/learning-based doctoral program in Singapore by an Australian university, which was designed to help managers get academic accreditation while solving workplace problems. The program was designed by four managers working in Singapore and their supervisors. These managers had completed a Ph.D. program using action learning/action research in their workplace under the supervision of Australian academics. The paper describes the various challenges faced by the candidates, supervisors and administrators in developing and implementing the new program. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Three Heresies of Language Testing Research. (EJ676354)
Language Testing, v20 n4 p355-68 Oct 2003
2003-00-00
Journal Articles; Reports - Research
N/A
Descriptors: Communicative Competence (Languages); Computer Assisted Testing; Item Response Theory; Language Tests; Second Language Instruction; Second Language Learning; Testing
Abstract: Provides a personal view of the history of Anglo-American language testing over the last half-century. Argues that major developments in the field have tended to be embraced too enthusiastically so that they have led to unbalanced views concerning the construct definition of language, the scope of test impact, and the value of new methods of test delivery and analysis. (Author/VWL)
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5. Why All Teachers of English Should Be Trained To Use the THRASS "Periodic Table of Phonics." (ED479489)
2003-03-17
Opinion Papers; Speeches/Meeting Papers
Descriptors: Beginning Reading; Classroom Techniques; Foreign Countries; Learning Strategies; Literacy; Phonics; Teaching Skills; Training
Abstract: At a literacy conference in December 1998, British Prime Minister Tony Blair defined phonics as "the skilled process of teaching children how the 44 sounds in the English language are represented by a letter or group of letters." But 4 years down the track, several recent reports from both national and international bodies continue to draw attention to the fact that many primary school teachers in England are not confident in teaching the 44 phonemes ("sounds") of spoken English and the graphemes ("letter or group of letters") of written English. This paper discusses the "Periodic Table of Phonics" (the THRASS Graphemechart), which was written and designed by the author in consultation with the Australian educator Denyse Ritchie. The paper notes that thousands of written evaluations from hundreds of courses worldwide can be viewed by visiting the TRAINING section in any of the main THRASS websites. It comments on many other papers and discussions about teaching phonics and reading. The paper gives 10 reasons why all teachers of English should be trained to use the THRASS resources, especially the "THRASS Periodic Table of Phonics." It challenges the National Literacy Strategy (NLS) to prove that their materials can be used to teach 25 five-year-olds to read, stating that the author will do the same using the THRASS materials and resources. The paper contends that the NLS has failed to provide primary teachers in England with the knowledge and skills to teach phonics with confidence and efficiency. (Contains 19 references.) (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. The Native Speaker: Myth and Reality. Bilingual Education and Bilingualism. (ED474690)
Books; Reports - Descriptive
Descriptors: Applied Linguistics; Communicative Competence (Languages); Language Maintenance; Language Proficiency; Mutual Intelligibility; Native Speakers; Psycholinguistics; Second Language Learning; Sociolinguistics
Abstract: This book presents a range of views on the concept of the native speaker, considering psycholinguistic, linguistic, and sociolinguistic aspects. It examines the Critical Period Hypothesis; the role of the standard language; the kinds of knowledge (metalinguistic, discriminating, communicational, and skills) that the native speaker possesses; and the importance of communicative competence in enabling the native speaker to use language felicitously. While the native speaker may be intelligible to other native speakers, this mutual intelligibility depends in part on attitudinal factors. Loss of a heritage language (and the related spread of World Englishes) raises doubts about identity, while recent empirical work in second language acquisition and in language assessment questions the conventional view of ultimate attainment. The book concludes that, with the exception of early childhood exposure, all characteristics of the native speaker are contingent. It suggests that it is possible for those contingent characteristics (e.g., grammatical institutions and creativity) to be acquired without substantive early exposure, although this is difficult and rare. The book concludes that the fundamental opposition between native and non-native speakers is one of power, with native speaker membership determined by the non-native speaker's willingness to assume confidence and identity. (Contains approximately 300 references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Native Speaker of World Englishes. (EJ657558)
Journal of Pan-Pacific Association of Applied Linguistics, v6 n1 p43-60 2002
2002-00-00
Journal Articles; Opinion Papers
Descriptors: English; English (Second Language); Foreign Countries; Native Speakers; Second Language Learning; Standard Spoken Usage
Abstract: Focuses on the concept of "native speaker," with particular attention to the discussion of whether native speakers of World English are native speakers of English. (Author/VWL)
8. Doctors' Orders for Language Testers: The Origin and Purpose of Ethical Codes. (EJ648961)
Boyd, Kenneth; Davies, Alan
Language Testing, v19 n3 p296-322 Jul 2002
Descriptors: Ethics; Language Tests; Second Language Instruction; Second Language Learning; Testing
Abstract: Considers how far a code of ethics makes language testing an open profession and notes the dangers of face validity and of hypocrisy. Discusses the need for a code of practice to provide detailed guidance to language testers with regard to their professional responsibilities. (Author/VWL)
9. The Logic of Testing Languages for Specific Purposes. (EJ624998)
Language Testing, v18 n2 p133-47 Apr 2001
2001-00-00
Descriptors: English for Special Purposes; Language Tests; Second Language Instruction; Second Language Learning; Testing
Abstract: Questions the English for specific purposes enterprise on both practical and theoretical grounds. Rejects the idea of considering specific purposes (SPs) as registers alone, agreeing with suggestions that SPs are characterized by their communicative natures. Questions the influence SP factors have in test-taker performances relative to other factors, such as mastery of the language core. (Author)
10. Standard English: Discordant Voices. (EJ587974)
World Englishes, v18 n2 p171-86 Jul 1999
1999-00-00
Descriptors: Applied Linguistics; Dictionaries; English; English (Second Language); Language Attitudes; Native Speakers; Postmodernism; Second Language Learning; Standard Spoken Usage; Standards
Abstract: Addresses three questions regarding Standard English; (1) Is there a Standard English and what is it?; (2) Do we need Standard English?; and (3) Which Standard English should we choose? (Author/VWL)
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