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

1. A framework of language ability2. Common European Framework of Reference for Languages (CEFR) and its two related projects

CONTENTS

1.COMMUNICATIVE LANGUAGE ABILITY

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

A THEORETICAL FRAMEWORK OF COMMUNICATIVE LANGUAGE ABILITY

Three components of the framework of CLA:

1. Language competence

2. Strategic competence

3. Psychophysio- logical mechanisms

A THEORETICAL FRAMEWORK OF COMMUNICATIVE LANGUAGE

ABILITY1. LANGUAGE COMPETENCE

A set of specific knowledge components that are utilized in communication via language

Two components of language competence:

A THEORETICAL FRAMEWORK OF COMMUNICATIVE LANGUAGE ABILITY2. 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

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

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 ABILITY3. PSYCHOPHYSIO- LOGICAL MECHANISMS

2. CEFR AND ITS TWO RELATED

PROJECTS

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

2. CEFR AND ITS TWO RELATED PROJECTS

2.1. DIALANG project

2.2. ALTE ‘Can do’ project

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

2.1.1. THE DIALANG ASSESSMENT SYSTEM

DIALANGAn assessment

systemGet diagnostic

information about their proficiency

Language learners

CEF

Self-assessmentLanguage tests

Feedback

2.1.2. PURPOSE OF DIALANG

DIALANG

ADULTS

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

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

2.1.4. PURPOSE OF SELF-ASSESSMENT IN DIALANG

#1 Encourage autonomous learning enhance learners’

awareness of their learning process

#2The Vocabulary Size Placement

TestSelf-

assessment results

pre-estimate learners’ ability

direct them to an appropriate test

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

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

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

2.2.3. ORGANIZATION OF THE ‘CAN DO’ STATEMENTS

400 statements

Social and Tourist

Shopping

Eating out

L/S

R

W

Work

Study

2.2.4. LEVELS OF PROFICIENCY IN THE ALTE FRAMEWORK

Waystage User

Threshold User

Independent User

Competent User

Good User

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.

THANK YOU!