Testing language ability
- 1. TESTING LANGUAGE ABILITY Subject: Language Testing Instructor: Nguyễn Thanh Tùng, Ph.D. Class: TESOL 2014B 1. Phạm Phúc Khánh Minh 4. Võ Thị Thanh Thư 2. Nguyễn Trần Hoài Phương 5. Đỗ Thị Bạch Vân 3. Nguyễn Ngọc Phương Thành 6. Ngô Thảo Vy
- 2. 1. A framework of language ability 2. Common European Framework of Reference for Languages (CEFR) and its two related projects CONTENTS
- 4. A THEORETICAL FRAMEWORK OF COMMUNICATIVE LANGUAGE ABILITY Communicative language ability (CLA): knowledge/ competence the capacity for implementing that competence in appropriate, contextualized communicative language use
- 5. A THEORETICAL FRAMEWORK OF COMMUNICATIVE LANGUAGE ABILITY Three components of the framework of CLA: 1. Language competence 2. Strategic competence 3. Psychophysio- logical mechanisms
- 6. A THEORETICAL FRAMEWORK OF COMMUNICATIVE LANGUAGE ABILITY 1. LANGUAGE COMPETENCE A set of specific knowledge components that are utilized in communication via language Two components of language competence:
- 8. A THEORETICAL FRAMEWORK OF COMMUNICATIVE LANGUAGE ABILITY 2. STRATEGIC COMPETENCE The mental capacity for implementing the components of language competence in contextualized communicative language use The means for relating language competencies to features of the context of situation in which language use takes place and to the language user’s knowledge structures
- 9. Three components in strategic competence: A THEORETICAL FRAMEWORK OF COMMUNICATIVE LANGUAGE ABILITY 2. STRATEGIC COMPETENCE •To identify necessary information for realizing a particular communicative goal in a given context •To determine what language competencies are at our disposal for most effectively bringing that information to bear in achieving the communicative goal •To ascertain the abilities and shared knowledge of the interlocutor Assessment •To retrieve relevant items (grammatical, textual, illocutionary, sociolinguistic) from language competence •To formulate a plan whose realization is expected to achieve the communicative goal Planning •To implement the plan in the modality and channel appropriate to the communicative goal and the context Execution
- 10. The neurological and psycho- logical processes involved in the actual execution of language as a physical phenomenon (sound, light) Eg. ‘The girl is taller than the boy.’ Visual skill: to gain access to the non-linguistic information in the picture Auditory skill: to gain access to the information in the administrator’s instructions Articulatory skill: to pronounce the words correctly and to provide appropriate stress and intonation. A THEORETICAL FRAMEWORK OF COMMUNICATIVE LANGUAGE ABILITY 3. PSYCHOPHYSIO- LOGICAL MECHANISMS
- 11. 2. CEFR AND ITS TWO RELATED PROJECTS
- 12. Describe 6 levels of language ability (A1 – C2) Be used by organizations all over the world Provide a method of learning, teaching, and assessing An internationally recognized framework 2. CEFR AND ITS TWO RELATED PROJECTS
- 13. 2. CEFR AND ITS TWO RELATED PROJECTS 2.1. DIALANG project 2.2. ALTE ‘Can do’ project
- 14. 2.1. DIALANG PROJECT 2.1.1 The DIALANG assessment system 2.1.2 Purpose of DIALANG 2.1.3 Assessment procedure 2.1.4 Purpose of self-assessment in DIALANG
- 15. 2.1.1. THE DIALANG ASSESSMENT SYSTEM DIALANG An assessment system Get diagnostic information about their proficiency Language learners CEF Self-assessment Language tests Feedback
- 16. 2.1.2. PURPOSE OF DIALANG DIALANG A D U L T S want to know their level of language proficiency want to get feedback on the strengths and weaknesses • provides advice how to improve the language skills • raises learners’ awareness of learning and proficiency • does not issue certificates
- 17. 2.1.3. ASSESSMENT PROCEDURE 1. Choice of administration language 2. Registration 3. Choice of test language 4. Vocabulary Size Placement Test 5. Choice of skill (R, L, W, Vocabulary, Structures) 6. Self-assessment (R, L, W) 7. System pre-estimates learner’s ability 8. Test of appropriate difficulty is administrated. 9. Feedback
- 18. 2.1.4. PURPOSE OF SELF-ASSESSMENT IN DIALANG #1Encourage autonomous learning enhance learners’ awareness of their learning process #2 The Vocabulary Size Placement Test Self-assessment results pre-estimate learners’ ability direct them to an appropriate test
- 19. 2.2. ALTE ‘CAN DO’ PROJECT 2.2.1 The ALTE framework 2.2.2 The ALTE ‘Can Dos’ are user-orientated scales 2.2.3 Organization of the ‘Can Do’ statements 2.2.4 Levels of proficiency in the ALTE Framework
- 20. 2.2.1. THE ALTE FRAMEWORK A central part of ALTE’s long-term research Aim at establishing a framework of key levels of language performance
- 21. 2.2.2. THE ALTE ‘CAN DOS’ ARE USER-ORIENTATED SCALES Provide A useful tool for teaching and testing students a checklist A basis for developing diagnostic test tasks, activity-based curricula, teaching materials A means of designing exams about language training and recruitment
- 22. 2.2.3. ORGANIZATION OF THE ‘CAN DO’ STATEMENTS 400 statements Social and Tourist Shopping Eating out L/S R W Work Study
- 23. 2.2.4. LEVELS OF PROFICIENCY IN THE ALTE FRAMEWORK Waystage User Threshold User Independent User Competent User Good User
- 24. REFERENCES Bachman, L. F. (1997). Fundamental considerations in language testing. Oxford: Oxford University Press. Bộ Giáo dục và đào tạo – Đề án Ngoại ngữ Quốc gia 2020. (2012). Khóa đào tạo, bồi dưỡng chuyên gia khảo thí biên soạn câu hỏi thi Tiếng Anh. Quyển 1. Lăng Cô, Huế.
- 25. THANK YOU!