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ERIC Number: ED498923
Record Type: Non-Journal
Publication Date: 2007-May
Pages: 146
Abstractor: Author
Expanding Test Specifications with Rhetorical Genre Studies and Activity Theory Analyses
Kennedy, Lauren Culzean
Online Submission
This research paper describes the benefits of using an activity-based rhetorical perspective to develop English for specific purposes (ESP) test specifications. This approach expands the potential of ESP test specifications to analyze and describe target language use (TLU) situations, TLU tasks, and ESP test tasks. Multiple activity systems are found to affect ESP test takers, test developers, and students in a freshmen composition course as they act within their own activity systems. Preliminary observations are made about how the differences between the objectives of an English for academic purposes (EAP) test and a freshman composition course affect test takers' responses to these tasks. The implications of the different types of objectives on EAP test and task authenticity are also discussed. Finally, this paper shows how Rhetorical Genre Studies and Activity Theory can be used to inform test specifications development by capturing the complex interactions between test takers, test tasks, genres, and context. Appended is:Freshman composition assignment. (Contains 3 tables, 13 figures, and 11 footnotes.) [Master of Arts Research Paper, Carleton University.]
Publication Type: Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A