An analysis of the differences among L2 listening comprehension test formats

Mihara, Kei

doi:10.1186/s40468-015-0021-5

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…On the other hand, they argued, L2 text generated in the form of conversations includes many linguistic and non-linguistic cues for L2 listeners and therefore is easier to comprehend. In Mihara (2015), however, no differences between dialogues and monologues were found for EFL students' listening comprehension performance.…”

Section: Speech Intelligibility and Interlanguage Speech Intelligibilmentioning

confidence: 76%

Untitled

2016

The Journal of AsiaTEFL

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Section: Speech Intelligibility and Interlanguage Speech Intelligibilmentioning

confidence: 76%

Untitled

2016

The Journal of AsiaTEFL

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“…In a study conducted using Japanese, English students in universities, accommodation was used to test performance in an oral test. Mihara (2015) reported the use of three types of accommodation. The formats used included giving the oral question just once in both the students' L1 and in English, giving the question in both written and oral version in English, and giving the question in only the L1.…”

Section: Dealing With L2 Assessment Language Difficultiesmentioning

confidence: 99%

Review of Issues of Language Assessments for Non-native Speakers of English

Kuwornu¹

2017

SUET

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The paper reviews issues in language assessment, especially pertaining to the challenges faced in examining non-native speakers of English. The review revealed that low proficiency levels of well-established standard varieties of English affect the test achievement of non-native speakers across the world. Furthermore, the absence and improper evaluation of English tests, coupled with poor educational systems in Africa, Asia, and the Caribbean lead to very low achievement in English. Based on the review, the paper recommends the use of accommodation, culture-specific designed tests, and more research as remedy for the problems. Areas of future research for Africa and specifically, Ghana are recommended. Keywords: language assessment, ESL, assessment evaluation, accommodation IntroductionThe status of English as the most widely used and important lingua franca for global and international communication is not in doubt. The international status of English as the language of global mobility also means there are a lot of people who speak English as their second language (L2). As a result of its international status, more and more countries are putting emphasis on an "English" education to gain acceptance and to create more opportunities for its people on a global market that thrives on English. However, language is not the only key to accessing these global opportunities-Knowledge and skills are equally important. One of the most conventional ways to acquire the knowledge and skills is through formal education. With formal education comes its key measuring tool-assessment. Assessment is conducted in a language that is "foreign" to L2 English speakers.The result is that L2 speakers do not enter the "global competition" with L1 English speakers on an equal footing partly because of the language factor in assessment. Thus, the crust of this paper is to present a review of the issues of language assessment confronting L2 speakers of English. The review also aims at bringing out some of the solution(s) used in dealing with L2 language assessment issues. Lastly, gaps in the literature are identified with the aim of encouraging language assessment research, especially in Ghana. The English Language LearnerThe English Language Learner (ELL) is defined as a learner who is "still developing proficiency in English" Hamp-Lyons, & Kemp, 2003). According to Arcuino (2013), there is no significant difference between final GPA (Grade Point Average) of students who are admitted to either of the two tests.According to Templer (2002), standardised test such as IELTS and TOEFL test used to determine English language achievement in language for admission to Western universities for ELLs in developing economies lacks equity. One of the reasons he argued accounts for the disparity in the use of the exams is that they are generally too expensive for ELLs in these economies to afford and, as a result, only favours the rich who can afford them.He also argued that the difference in the cultures of ELLs in these second language economies diffe...

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