Assessing Languages for Specific Purposes

Douglas, Dan

doi:10.1017/cbo9780511732911

Cited by 257 publications

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“…Song and August (2002) point out that having a set time during a writing test, EFL students can not focus on the skills needed for L2 writing and on culturally related issues in the process of writing at the same time. Hamp-Lyons & Condon (2000) argue that "portfolios provide a broader measure of what students can do, and because they replace the timed writing context, which has long been claimed to be particularly discriminatory against non-native writers" ( p. 61 ) .Thus, using portfolio assessment was found to be more suitable than the timed writing assessment .According to Douglas (2000), portfolio assessment is particularly applicable to foreign-language assessment. Standardized tests, note O'Malley and Chamot (1990), provide foreign-language teachers with an incomplete picture of student needs and learning.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Portfolio Assessment on Writing of EFL Students

Nezakatgoo¹

2011

ELT

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The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students' writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light on the process of writing.

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Section: Introductionmentioning

confidence: 99%

The Effects of Portfolio Assessment on Writing of EFL Students

Nezakatgoo¹

2011

ELT

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“…For instance, to make speaking tests more authentic and mimic real-life situations, computers will act both as raters and as interlocutors, creating new tasks based on students' responses and adapting these tasks to students' performance. In the meantime, regardless of the types of future transformations and innovations that will occur in CALT, we should never forget Douglas's (2000) warning that "language testing . .…”

Section: Challenges and New Possibilities In Caltmentioning

confidence: 99%

Computer‐Assisted Language Testing

Suvorov

Hegelheimer

2013

The Companion to Language Assessment

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Technological advancements that occurred since the late 1980s have revolutionized many aspects of human life including second language (L2) education. Language learners and teachers are now presented with a plethora of technology‐enhanced instructional materials and resources varying from simple electronic dictionaries to full‐fledged online language programs. The ubiquity of technology has also affected language assessment and engendered the field of computer‐assisted language testing (CALT), dedicated to exploring how computers and technology can be utilized for evaluating different language skills of non‐native speakers. Computers have had a significant impact on language testing. First, Web‐based L2 tests have created new opportunities for measuring the L2 proficiency of multiple students anywhere in the world without a need for them to be physically present at a language test center. In addition, progress in natural language processing (NLP) techniques have made it possible for test takers to receive immediate assessment of their L2 abilities. Technological advances have also resulted in the development of more secure and reliable language tests. Nowadays one can either choose from a variety of computer‐based language tests designed for different groups of users and different purposes or develop customized language assessment using available tools and applications. However, even though technology appears to have promising potential for language testing, its use is not without challenges and problems. This chapter begins with a brief introduction of the field and presents a framework for the description of computer‐assisted language tests. Next, it includes a description of major existing language tests and platforms for test development and delivery. The following discussion focuses on the principal recent developments in CALT and reports on the main trends in research. The last section of the chapter concludes by outlining the key challenges and future directions for CALT.

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“…No se trata simplemente de tener un conocimiento detallado de la disciplina que, por supuesto, se puede incorporar usando informantes expertos (Douglas, 2000), ni tampoco de tomar en cuenta información mediante una etnografía fundada basada en contexto; es más importante integrar los saberes de las culturas disciplinares para mantener lo que Bhatia (2004) llama la "integridad de género" del constructo discursivo, que lleva a un logro de los objetivos profesionales en un contexto específico. Por una parte, siempre existirá una tensión entre los procedimientos analíticos y los procedimientos pedagógicos, y por otra, entre los procedimientos de evaluación en la sala de clases y los procedimientos prevalecientes en las prácticas profesionales (McGaghie, 1991).…”

Section: ¿Es Enseñable O Aprendible?unclassified

Lenguas con Propósitos Específicos: Perspectivas cambiantes y nuevos desafíos

Bhatia

2008

Rev. signos

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Resumen: La enseñanza de lenguas con propósitos académicos y profesionales específicos, conocida popularmente como LPE hace tiempo viene utilizando el análisis lingüístico de géneros estandarizados como base para el diseño y desarrollo de programas y materiales de enseñanza. Recientes desarrollos en el campo del análisis del discurso y del género han planteado varios temas que son de importancia fundamental para el LPE y de los cuales surgen un número de cuestiones pedagógicas fundamentales que tienen consecuencias significativas para el éxito o fracaso pragmático de la comunicación en contextos institucionalizados. Una de estas cuestiones es el conocimiento y comprensión, recientemente alcanzados, de la creciente y dinámica complejidad de los géneros en diversos contextos interculturales. La otra es la falta de comprensión de la naturaleza y función de la experticia en contextos profesionales específicos y el rol del lenguaje en la adquisición de esa experticia. Más aún, todavía no tenemos una clara comprensión acerca de si, y hasta qué punto, esta experticia disciplinar es enseñable o aprendible. Este trabajo reseña algo de la reciente investigación en áreas relevantes con el fin de identificar y discutir algunas de estas importantes cuestiones, que tienen fuertes implicaciones para la enseñanza y aprendizaje de lenguas con propósitos específicos.Palabras Clave: Discurso profesional, comunicación profesional, géneros discursivos, competencia en LPE, experticia disciplinar.

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Assessing Languages for Specific Purposes

Abstract: This book is essential reading for anyone interested in evaluating languages for specific purposes (LSP).

Cited by 257 publications

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The Effects of Portfolio Assessment on Writing of EFL Students

The Effects of Portfolio Assessment on Writing of EFL Students

Computer‐Assisted Language Testing

Lenguas con Propósitos Específicos: Perspectivas cambiantes y nuevos desafíos

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