The Concise Encyclopedia of Applied Linguistics. Carol A. Chapelle

The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle


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L. F. (1990). Fundamental considerations in language testing. Oxford, England: Oxford University Press.

      4 Becker, A., Matsugu, S., & Mansoor, A. (2017). Balancing practicality and construct representativeness for IEP speaking tests. Asian‐Pacific Journal of Second and Foreign Language Education, 2. doi: 10.1186/s40862‐017‐0041‐z

      5 Bernstein, J. C. (2012). Computer scoring of spoken responses. In C. A. Chapelle (Ed.), Encyclopedia of applied linguistics (pp. 857–63). New York, NY: Wiley‐Blackwell.

      6 Brooks, L. (2009). Interacting in pairs in a test of oral proficiency: Co‐constructing a better performance. Language Testing, 26(3), 341–66.

      7 Brown, A. (1995). The effect of rater variables in the development of an occupation‐specific performance test. Language Testing, 12(1), 1–15.

      8 Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.

      9 Chalhoub‐Deville, M. (1995). Deriving oral assessment scales across different tests and rater groups. Language Testing, 12(1), 16–21.

      10 Chalhoub‐Deville, M., & Wigglesworth, G. (2005). Rater judgment and English language speaking proficiency. World Englishes, 24(3), 383–91.

      11 Clark, J. L. D. (1979). Direct vs. semi‐direct tests of speaking ability. In E. J. Briere & F. B. Hinofotis (Eds.), Concepts in language testing: Some recent studies (pp. 35–49). Washington, DC: TESOL.

      12 Council of Europe. (2001). The common European framework of reference for languages: Learning, teaching, and assessment. Cambridge, England: Cambridge University Press.

      13 Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Belmont, CA: Wadsworth Group/Thomson Learning.

      14 Davidson, F. (2006). World Englishes and test construction. In B. B. Kachru, Y. Kachru, & C. Nelson (Eds.), The handbook of world Englishes (pp. 709–17). Hoboken, NJ: Wiley‐Blackwell.

      15 De Jong, N. (2018). Fluency in second language testing: Insights from different disciplines. Language Assessment Quarterly, 15(3), 237–54. doi: 10.1080/15434303.2018.1477780

      16 Dimova, S. (2017). Pronunciation assessment in the context of World Englishes. In O. Kang & A. Ginther (Eds.), Assessment in second language pronunciation (pp. 49–66). Oxford, England: Routledge.

      17 Ducasse, A. M., & Brown, A. (2009). Assessing paired orals: Raters' orientation to interaction. Language Testing, 26(4), 423–43.

      18 Figueras, N., & Noijons, J. (Eds.). (2009). Linking to the CEFR levels: Research perspectives. Arnhem, Netherlands: Cito/EALTA.

      19 Fulcher, G. (1996). Does thick description lead to smart tests? A data‐based approach to rating scale construction. Language Testing, 13(2), 208–38.

      20 Galaczi, E., & Taylor, L. (2018). Interactional competence: Conceptualisations, operationalisations, and outstanding questions. Language Assessment Quarterly, 15(3), 219–36.

      21 Ginther, A. (2003). International teaching assistant testing: Policies and methods. In D. Douglas (Ed.), English language testing in U.S. colleges and universities (pp. 57–84). Washington, DC: NAFSA: Association of International Educators.

      22 Ginther, A., Dimova, S., & Yang, R. (2010). Conceptual and empirical relationships between temporal measures of fluency and oral English proficiency with implications for automated scoring. Language Testing, 27(3), 379–99.

      23 Ginther, A., & McIntosh, K. (2018). Language testing and assessment. In A. Phakiti, P. De Costa, L. Plonsky, & S. Starfield (Eds.), Palgrave handbook of applied linguistics research methodology (pp. 845–67). New York, NY: Palgrave.

      24 Harding, L. (2017). Validity in pronunciation assessment. In O. Kang & A. Ginther (Eds.), Assessment in second language pronunciation (pp. 30–48). Oxford, England: Routledge.

      25 Hasselgreen, A. (2005). Testing the spoken English of young Norwegians: A study of test validity and the role of “smallwords” in contributing to pupils' fluency. New York, NY: Cambridge University Press.

      26 He, A. W., & Young, R. (1998). Language proficiency interview: A discourse approach. In R. Young & A. W. He (Eds.), Talking and testing: Discourse approaches to the assessment of oral proficiency (pp. 1–26). Philadelphia, PA: John Benjamins.

      27 Isaacs, T., & Trofimovich, P. (2017). Second language pronunciation assessment: Interdisciplinary perspectives. Bristol, England: Multilingual Matters.

      28 Iwashita, N., Brown, A., McNamara, T., & O'Hagan, S. (2008). Assessed levels of second language speaking proficiency: How distinct? Applied Linguistics, 29(1), 24–49.

      29 Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40, 157–81.

      30 Johnson, M., & Tyler, A. (1998). Re‐analyzing the OPI: How much does it look like natural conversation? In R. Young & A. W. He (Eds.), Talking and testing: Discourse approaches to the assessment of oral proficiency (pp. 27–51). Philadelphia, PA: John Benjamins.

      31 Kang, O., & Ginther, A. (Eds.). (2017). Assessment in second language pronunciation. Oxford, England: Routledge.

      32 Koike, D. A. (1998). What happens when there's no one to talk to? Spanish foreign language in simulated oral proficiency interviews. In R. Young & A. W. He (Eds.), Talking and testing: Discourse approaches to the assessment of oral proficiency (pp. 69–101). Philadelphia, PA: John Benjamins.

      33 Lado, R. (1961). Language testing: The construction and use of foreign language tests. London, England: Longman.

      34 Lazaraton, A. (1992). The structural organization of a language interview: A conversation analytic perspective. System, 20(3), 373–86.

      35 Lazaraton, A. (1997). Preference organization in oral proficiency interviews. Research on Language and Social Interaction, 30(1), 53–72.

      36 Lim, G. S. (2018). Conceptualizing and operationalizing second language speaking assessment: Updating the construct for a new century. Language Assessment Quarterly, 15(3), 215–18. doi: 10.1080/15434303.2018.1482493

      37 Lumley, T., & McNamara, T. F. (1995). Rater characteristics and rater bias: Implications for training. Language Testing, 12(1), 54–71.

      38 Ockey, G. J., & French, R. (2016). From one to multiple accents on a test of L2 listening comprehension. Applied Linguistics, 37(5), 693–715.

      39 Ockey, G., Papageorgiou, S., & French, R. (2015). Effects of strength of accent on an L2 interactive lecture listening comprehension test. The International Journal of Listening, 30(1), 84–98.

      40 O'Loughlin, K. (2001). The equivalence of direct and semi‐direct speaking tests. Cambridge, England: Cambridge University Press.

      41 O'Sullivan, B. (2005). Introduction: The birth of modern testing. In B. O'Sullivan (Ed.), Language testing: Theories and practices (pp. 1–12). New York, NY: Palgrave.

      42 Plough, I., Banerjee, J., & Iwashita, N. (2018). Revisiting the speaking construct: The question of interactional competence. Language Testing, 35(3), 325–9.

      43 Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.

      44 Ross, J. R. (1979). Where's English? In C. J. Fillmore, D. Kempler, & W. S. Y. Wang (Eds.), Individual differences in language ability and language behavior (pp. 127–63). New York, NY: Academic Press.

      45 Ross, S., & Berwick, R. (1992). The discourse accommodation in oral proficiency interviews. Studies in Second Language Acquisition, 14(2), 159–76.

      46 Segalowitz, N. (2010). Cognitive bases of second language fluency. New York, NY: Routledge.

      47 Seidlhofer, B. (2001). Closing a conceptual


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