“…For proficiency assessment, the assessment should, Gaillard and Tremblay noted, also be “sufficiently global” so it does not assess the same construct as the L2-learning construct under investigation (p. 420). Three proficiency test formats that have been put forward as meeting such requirements for SLA research have been cloze testing (Tremblay, 2011), C-testing (Eckes & Grotjahn, 2006; Norris, 2018), and elicited imitation testing (Deygers, 2020; Erlam, 2006; Gaillard & Tremblay, 2016; Yan et al, 2016). But what these functionally measure, and the appropriateness of the assessments in measurement, have been long debated due to the abstract and nonauthentic nature of the assessments (Grothjahn et al, 2002; Kim et al, 2016; Spada et al, 2015; Winke et al, in press).…”