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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Testing Dutch FL at B1 vs B2: Hulstijn et al 2012

This study examines the associations between the speaking proficiency of 181 adult learners of Dutch as a second language and their linguistic competences. Performance in eight speaking tasks was rated on a scale of communicative adequacy. After extrapolation of these ratings to the Overall Oral Production scale of the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001), 80 and 30 participants (on average per speaking task) were found to be, respectively, at the B1 and B2 levels of this scale. The following linguistic competences were tapped with non-communicative tasks: productive vocabulary knowledge, productive knowledge of grammar, speed of lexical retrieval, speed of articulation, speed of sentence building, and pronunciation skills. Discriminant analyses showed that all linguistic competences, except speed of articulation, discriminated participants at the two levels of oral production. Subsequent comparisons showed that the distance between B1ers and B2ers was smaller in knowledge of high-frequency words than in knowledge of medium- and low-frequency words. Extrapolation from scores on the vocabulary test yielded estimations of productive vocabularies of, on average, 4000 and 7000 words for B1ers and B2ers, respectively. The grammar test assessed grammatical knowledge in 10 domains. B2ers were found to outperform B1ers on all parts of the test. Thus, the differences in lexical and grammatical knowledge of B1ers and B2ers appear to be a matter of degree, rather than a matter of category or domain. The paper ends with a research agenda for a linguistic underpinning of the CEFR.
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Assessing oral communication: Ockey & Li, 2015

Assessing oral communication: Ockey & Li, 2015 | TELT | Scoop.it
The assessment of oral communication has continued to evolve over the past few decades. The construct being assessed has broadened to include interactional competence, and technology has played a role in the types of tasks that are currently popular.
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Overview of 5 types of assessment: oral proficiency interview, pair/group discussion, simulated task, integrated task and elicited imitation.

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Language Testing Bytes

Language Testing Bytes | TELT | Scoop.it

A podcast to accompany the SAGE journal Language Testing. Three or four times per year, we will release a podcast in which we discuss topics related to a particular issue of the journal. This may be an interview with a contributor to the journal, or another expert in the field. You can download the podcast from this website, from ltj.sagepub.com, or subscribe on iTunes.

Shona Whyte's insight:

Glenn Fulcher is standing down at the end of the year but podcast archive (22 episodes) will remain.

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Remedy lesson: Wednesday seminars

Remedy lesson: Wednesday seminars | TELT | Scoop.it
End-of-term lessons 2: Remedy lessons after tests What do you call a lesson after the test, when students receive their written test results and are wondering what the mistakes were, what the right...
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Activities to help learners exploit test feedback

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Assessment: Teaching English

Assessment: Teaching English | TELT | Scoop.it

Our latest tip looks at several of the important issues surrounding testing and assessment. Listen to Clare and Alister discuss their ideas and opinions about how best to assess learners of English. After watching the video, why not give your opinion in the comments box below, or write a blogpost on the site?

Shona Whyte's insight:

Someone has commented on the need for "mock pressure" via mock exams ...