The value of open-ended responses for computer-assisted-language-learning lessons and language tests is asserted. Results from a study in which students' notes and recall protocols of computerized reading passages were scored by both people and computers indicate that computer programs can score reliably with people, and in less time. (45…

Study looks at whether Spanish-speaking learners of Brazilian Portuguese as a foreign language demonstrates advantage or disadvantage in acquisition of semi-open vowels e and o. To research the question, eight students enrolled in first-year Portuguese were given a listening discrimination test composed of 18 minimal pairs to determine the extent…

Discusses the applicability and relevance of the American Council on the Teaching of Foreign Languages (ACTFL) scale and guidelines when applied to secondary school students. The argument is made that measurements of proficiency have already exceeded the theory and should be slowed from further development. (21 references) (GLR)

Explores properties of second-language (L2) lexicon by examining word forms in the lexicon. Studies of native speaker lexical disruptions are surveyed. Then L2 interpretation errors are discussed and tests to elicit these errors and measure their significance are described. Finally, the data are discussed in terms of the features of the L2…

Describes a workshop used in teacher development programs to help teachers know what to look for when assessing a students ability to speak English. Also examined is how the selection and weighting of those criteria should depend on the circumstances in which the test takes place. (11 references) (JL)

German advanced English-as-a-foreign-language (EFL) students' productive knowledge of English collocations consisting of a verb and a noun were investigated in a translation task and a close task. Results suggest that EFL students should concentrate on collocations that cannot readily be paraphrased. The tasks are appended. (32 references)…

The circumstances that led the University of Pennsylvania to use proficiency as the organizing principle for the evaluation of students satisfying its language requirement are described as well as the procedures that have been established to carry out the policy. (two references) (VWL)

Some guidelines are offered that detail the complexities involved in interviewing for language testing purposes. They cover strategies for structuring interviews (informal conversational, interview guide, standardized open-ended), questions, interviewing skills, and physical setting. (five references) (LB)

Testing issues and concerns that should receive renewed and increased professional attention are highlighted. These include curriculum concerns, developmental matters; generalizability, content and format considerations, contextualization issues, and technology concerns. (JL)

Argues that holistic scoring requires evaluators to suppress their interpretive judgment and treat students' writing differently than in any other situation, based on an analysis of videotaped reader-training sessions for an English Proficiency Essay Exam. (NH)

Compared grammaticality judgment (GJ) test data with dehydrated sentence test data, collecting data about verb movement from three levels of adult second-language (L2) Spanish learners. The GJs of L2 learners were consistent, suggesting that a relationship exists between a standard GJ test and a dehydrated sentence test and noting that GJ data are…

Focuses on one particular psychological dimension, extraversion-introversion. The relatively small number of linguistic studies in which extraversion is focused on as an independent variable suggests that applied linguists believe it unrelated to speech production or language learning. Argues that this suspicion is based on a misunderstanding…

Looks at the washback effect in language testing, using as an example the new University of Michigan Examination for Certificate of Competency (ECCE), designed for intermediate- to upper-intermediate level learners. The ECCE can be considered an example of the movement toward achievement-oriented proficiency tests. (Author/VWL)

Reviews issues from the fields on bilingual and special education that relate to language assessment of linguistically diverse students. Presents analysis of traditional language assessments as well as two alternate approaches--descriptive and dynamic. Presents recommendations for the valid use of language assessment by school psychologists.…

Reports on an ESRC-funded study of the levels of knowledge about language of first-year undergraduate student learners of French and the relationship between this metalinguistic knowledge and language proficiency and aptitude. (Author/VWL)