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In view of the ubiquitous increase in the use of C-tests, which are almost unanimously believed to measure general language proficiency, this study investigates whether the aspects of language proficiency tapped into by the C-test format are the same when the test is taken by a learner population other than that of foreign language learners. Specifically, we conducted a differential functioning analysis and compared the types of mistakes that 113 foreign language learners of Russian made when completing C-test gaps, with the performance of 89 heritage language learners on the same C-test. The results showed that almost half of the C-test gaps are biased towards either learner group. In addition, the error analysis for a number of the biased items demonstrated that, although heritage language learners seem to have an advantage in reconstructing the meaning of C-test gaps, they fail to translate their recognition skills into producing the right form. Furthermore, the study reveals a possible sensitivity of the C-test construct to the traditionally used dichotomous scoring method. We conclude with a discussion that includes the implications of the results regarding the construct measured by the C-test and the possible consequences for its actual use.

The German university setting has experienced a dramatic change over the past several decades with respect to students entering from abroad. In 2015, international students comprised 11.9% of all students enrolled in public universities, and recent global developments (most notably the massive migration of refugees into Germany) have resulted in rapidly evolving demands on institutions of higher education (g.a.s.t., 2016). Greater numbers of students from different countries of origin, with diverse educational backgrounds and distinct learning needs, are seeking admittance to the low-cost and highly regarded German university system. A key concern for this heterogeneous group of students is the extent to which they are prepared to participate in courses of study and university life, the primary language for which is German. It is within this milieu that the Test of German as a Foreign Language (TestDaF 1) plays a critical role as a standardized test of German language proficiency. Developed and administered by the Society for Academic Study Preparation and Test Development (g.a.s.t. 2), TestDaF was launched in 2001 and has experienced persistent annual growth, with more than 44,000 test takers in 2016 (a 16% increase over the previous year; g.a.s.t., 2017). Of note, and in keeping with the motto of "Study successfully in German", TestDaF is one of a suite of products and services offered by g.a.s.t. and intended to facilitate access to German university studies, including the following: an Internet-based platform for individualized language learning (Deutsch-Uni Online or DUO); an online assessment for placing students into foreign language courses (onSET); and a university aptitude assessment, the Test for Academic Studies (TestAS). On its website, g.a.s.t. provides ample information regarding all of these products for different audiences, including test takers, test centers, universities, and teachers. This information is also made available in 20 languages, and potential test takers can even complete a brief automated C-test and receive feedback regarding their chances of passing TestDaF successfully. 3 While the current review focuses on TestDaF per se, the presentation of this test as one part of an overall effort to support and facilitate international student access to German university studies reflects an important public service dimension underlying the assessment.

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В настоящей статье представлены результаты двух исследований, посвященных влиянию автономии (самоопределения) на внутреннюю мотивацию студентов и качество выполненного ими задания. 120 студентов немецкого университета, изучающих русский язык как иностранный, работали в парах, выполняя задание, целью которого была подготовка письменной презентации об известной личности современной России. Свобода выбора была ограничена двумя факторами: темой (про кого?) и содержанием (о чём?). По окончании работы над презентацией студенты должны были заполнить анкету, содержащую вопросы о мотивации. Кроме того, было проанализировано качество выполненного задания на основе нескольких критериев. Исследование показало, что максимальная степень осознания автономии и мотивации и более высокое качество презентаций были зафиксированы при ограниченном наборе исходных условий в задании, что противоречит теории самодетерминации Э. Деси и Р. Райана (1985). Результаты исследования вносят вклад в практическое применение теории самодетерминации на начальных стадиях обучения иностранному языку.