Communication samples were collected from 15 normally developing children (ages 11-27 months) during the prelinguistic, single-word, and multiword stages, using both structured and unstructured contexts. Significantly more requests were used during the structured context, but no significant difference was found between the numbers of comments used…

A discussion of the theoretical underpinnings of pragmatic approaches to foreign language testing focuses on why methods emphasizing holistic approaches to language through sensible experience are more effective than bit-by-bit, discrete-point, surface-oriented approaches that tend to neglect meaning. (21 references) (Author/CB)

Reexamines the construct of field independence/dependence and its measurement in second-language acquisition research, focusing on its role in language testing and good language-learner theories. (68 references) (Author/CB)

Reviews studies and tests that show how discourse analysis has contributed to the theory, research, and development of language testing, covering the relations among discourse analysis and competence and testing theory; research on language tests and tasks; and task development. A 60-citation unannotated bibliography is included. (CB)

Proposes that a second-language acquisition research paradigm using Universal Grammar (1) did not consider the paradigm's theoretical and logical basis; (2) simplistically interpreted the parameter-setting paradigm; (3) and made false assumptions regarding statistical analysis methods and regarding the empirical facts of language processing. An…

Presents simplified methods for deriving estimates of the consistency of criterion-referenced, English-as-a-Second-Language tests, including (1) the threshold loss agreement approach using agreement or kappa coefficients, (2) the squared-error loss agreement approach using the phi(lambda) dependability approach, and (3) the domain score…

A newly revised parent questionnaire for the assessment of vocabulary and syntactic development, the MacArthur Communicative Development Inventory-Toddlers, was evaluated. Concurrent validity correlations demonstrated high validity for parent report in both domains and some ability to differentially assess the two. (Author/DB)

Presents a rationale, description, and partial construct validation of a new theory of foreign language aptitude: CANAL-F--Cognitive Ability for Novelty in Acquisition of Language (foreign). The theory was applied and implemented in a test of foreign language aptitude (CANAL-FT). Outlines the CANAL-F theory and details of its instrumentation…

Assessed a large sample of twins between the ages of 7 and 13 years on language comprehension tests sensitive to grammatical specific language impairment (G-SLI), including 37 same-sex twin pairs selected for presence of language impairment and 104 pairs from the general population. Qualitative markers of G-SLI were derived from the tests.…

Presents comparative think-aloud protocols of beginning level language learners listening to an oral test. Argues that successful listeners use more metacognitive strategies and use these strategies to interact at a deeper level with a text to construct meaning. Outlines an instructional model for developing metastrategic awareness. (Author/VWL)

Suggests that performance tests as currently represented in the American Council on the Teaching of Foreign Languages (ACTFL)-Oral Proficiency Interview (OPI) may not adequately address the basic concerns brought about by the perceived shortcomings of academic second language programs. Supports this argument with a critical analysis of the ACTFL…

Cross-speaker variability in the use of prosodic features in intonation was investigated through analysis of adult speakers of English from London, England, using a new prosodic test battery (PEPS). PEPS is designed to elicit information about how speakers use prosodic features to realize different types of linguistic and communicative functions…

Investigates differential item functioning (DIF) across two different broad language groupings, Asian and European, in a speaking test in which the test takers' responses were rated polytomously. Data were collected from 1038 nonnative speakers of English from France, Hong Kong, Japan, Spain, Switzerland, and Thailand who took the SPEAK test in…

Reports on the potential problems in scoring responses to sequencing tests, the development of a computer program to overcome these difficulties, and an exploration of the value of scoring procedures. (Author/VWL)

Summarizes what language testers have learned about test impact in the last decade and discusses what one model of educational innovation has revealed about how tests interact with other factors in the testing situation. Concludes with a set of recommendations about the steps future tests developers might take in order to assess the amount of risk…