This handbook is the first comprehensive synthesis of these distinct yet interrelated fields of SLA and language testing. Uniquely, this handbook is written for both second language acquisition researchers interested in the applications of language testing, and language testers interested in the SLA theory underpinning their work.
This Handbook, with 45 chapters written by the world’s leading scholars in second language acquisition (SLA) and language testing, dives into the important interface between SLA and language testing: shared ground where researchers seek to measure second language performance to better understand how people learn their second languages. The Handbook also reviews how to best measure and evaluate the second language (L2) learners’ personal characteristics, backgrounds, and learning contexts to better understand their L2 learning trajectories. Taking a transdisciplinary approach to research, the book builds upon recent theorizing and measurement principles from the fields of applied linguistics, cognitive science, psychology, psycholinguistics, psychometrics, educational measurement, and social psychology. The Handbook is divided into six key sections: (1) Assessment concepts for SLA researchers, (2) Building instruments for SLA research, (3) Measuring individual differences, (4) Measuring language development, (5) Testing specific populations, and (6) Measurement principles for SLA researchers.
1. Introduction: Perspectives on Knowing a Second Language: What are
we seeking to measure? Part
1. Assessment Concepts for SLA Researchers
2.
Validity Theory
3. Validating Assessments for Research Purposes
4. Language
Proficiency: Definitions, Scales (ACTFL, CEFR, DLI, ILR)
5. Corpora, Test
Development, Describing
6. SLA Ressearcher Assessment Literacy Part
2.
Building Instruments for SLA Research
7. Test Design Cycle
8. Likert Scale
Item Construction
9. Choosing Test Formats/Task Types
10. Designing Multiple
Choice Questions
11. Pilot Testing: How and Why
12. Scoring Approaches:
Rubrics/Scales
13. Raters: Behavior and Training Part
3. Measuring Individual
Differences
14. Measuring Aptitude
15. Measuring Motivation
16. Measuring
Working Memory
17. Measuring Anxiety
18. Measuring Willingness to Communicate
(WTC)/Interact Part
4. Measuring Language Development
19. Measuring
Complexity, Accuracy, Fluency (CAF)
20. Measuring Vocabulary Development
21.
Measuring Lexicogrammar
22. Measuring Morphosyntax/Grammatical Knowledge
23.
Measuring Phonology
24. Measuring Pragmatics
25. Measuring L2 Reading
26.
Measuring L2 Listening
27. Measuring L2 Speaking
28. Measuring L2 Writing
29.
Measuring Implicit/Explicit Learning
30. Measuring Task-based Performance
31.
Measuring Literary Study
32. Measuring Interactional Competence
33. Measuring
Across Languages
34. Measuring Intercultural Competence
35. Measuring
Acquisition in Non-Formal Settings
36. Measuring Ones Own Language
Development Part
5. Testing Specific Populations
37. Testing Bi/Multilingual
Learners
38. Testing the L2 of Young Learners
39. Testing the L2 of Learners
with Specific Learning Differences
40. Testing Heritage Learners
41. Testing
Sign Language Learners Part
6. Measurement Principles for SLA Researchers
42.
Statistical Modelling of SLA Theories: Connecting Test Performance to
Construct
43. Equivalating Test Forms in SLA Pre- and Post-Test Design
Research
44. Reliability Analyses: Evaluating Error
45. Statistical
Significance Testing and Effect Sizes
46. Non-Parametric Statistics
Paula Winke is a Professor of Second Language Studies and TESOL at Michigan State University, USA, where she specializes in the assessment of language proficiency for practical uses and the measurement of individual differences for SLA research.
Tineke Brunfaut is a Professor of Linguistics and English Language at Lancaster University, UK, where she specializes in language testing and second language reading and listening.
Rohkem infot Taylor & Francis e-raamatute kohta