2016
DOI: 10.3726/978-3-653-06280-9
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Validating Language Proficiency Assessments in Second Language Acquisition Research

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Cited by 9 publications
(9 citation statements)
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“…For the researchers, these low/moderate to high correlations with different subskills served as indicators that the C-test measures general language proficiency. Correlational analysis conducted specifically for a C-test of Russian also showed a rather high significant correlation (r = .79) between this test and an Elicited Imitation test that targets aural and oral skills (Drackert, 2015).…”
Section: C-test and Its Constructmentioning
confidence: 90%
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“…For the researchers, these low/moderate to high correlations with different subskills served as indicators that the C-test measures general language proficiency. Correlational analysis conducted specifically for a C-test of Russian also showed a rather high significant correlation (r = .79) between this test and an Elicited Imitation test that targets aural and oral skills (Drackert, 2015).…”
Section: C-test and Its Constructmentioning
confidence: 90%
“…Since the studies summarized by Eckes and Grotjahn (2006) and the study by Drackert (2015) were conducted with foreign language learners, comparable levels of L2 proficiency in both the oral and written modes were to be expected based on the instructed language acquisition which the learners had been involved in. Thus, the obtained correlations used for demonstrating that the C-test targets general language proficiency do not provide any evidence that a C-test taken by heritage language learners would target the same construct of GLP.…”
Section: C-test and Its Constructmentioning
confidence: 99%
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“…Depending on the design of the sentence stimuli, EI can be used to assess L2 general language proficiency (e.g., Ortega et al, 2002), phonological (e.g., Yoon, 2010), grammatical (e.g., Erlam, 2006), and lexical knowledge (e.g., West, 2012). Thus far, EI tests for general research purposes have been developed and validated as a measure of L2 proficiency in English, Spanish, German, Japanese, French, Russian, Vietnamese, Korean, and Mandarin Chinese (Bowden, 2016; Chaudron et al, 2005; Drackert, 2015; Gaillard & Tremblay, 2016; Kim et al, 2016; Mozgalina, 2015; Ortega et al, 2002; Tracy‐Ventura et al, 2014; Wu & Ortega, 2013). EI does not require reading or writing, thus, it can be used for all levels of learners including learners with low proficiency or low literacy of the target language, which is ideal for placement purposes when learners from different language learning backgrounds are needed to be placed into proper courses.…”
Section: Literature Reviewmentioning
confidence: 99%