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ERIC Number: EJ947276
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1543-4303
Exploring Domain-General and Domain-Specific Linguistic Knowledge in the Assessment of Academic English Language Proficiency
Romhild, Anja; Kenyon, Dorry; MacGregor, David
Language Assessment Quarterly, v8 n3 p213-228 2011
This study examined the role of domain-general and domain-specific linguistic knowledge in the assessment of academic English language proficiency using a latent variable modeling approach. The goal of the study was to examine if modeling of domain-specific variance results in improved model fit and well-defined latent factors. Analyses were carried out on data from the ACCESS for ELLs[R] test battery, which comprises multiple test forms targeting different grade and proficiency levels. The results of the study provide empirical evidence in support of the conceptual distinction of domain-specific and domain-general linguistic knowledge. Domain-specific factors tended to become more salient with increasing language proficiency, whereas the salience of domain-general factors tended to decrease. However, overall domain-general factors remained stronger than the domain-specific factors. In one test form targeting high levels of proficiency, this factor pattern was reversed, suggesting some degree of fluidity in the relationship between domain-general and domain-specific linguistic knowledge. (Contains 4 footnotes, 8 tables, and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A