Two small-scale studies of foreign language test validity are reviewed. The teacher variable is found to be the great threat to test validity, even when grammatical material is presented in the language laboratory. Suggestions for compensating for teacher influence are offered. (JB)

Listening comprehension exercises in second language instruction are expected to: (1) increase students' efficiency at message extraction, and (2) lead to assimilation of new vocabulary and expressions. Data from a small experiment using such exercises illustrate the distinctions drawn and the limitations. (CHK)

Concerns research undertaken to assess the role of intelligence, as measured by standardized, group I.Q. tests, in the acquisition of a second language. Reading and language usage tests correlated with I.Q. level; tests of listening comprehension and interpersonal communication did not for anglophone students learning French. (Author/POP)

Discusses the teaching of French at the secondary level in Tanzania, in terms of the role of French, the methods and materials used, and evaluation. (Text is in French.) (CLK)

Children with learning disabilities tend to score below the mean on measures of oral language, but not all do. (HOD)

A good test should have three qualities: validity, reliability and practicality. It should be designed, keeping the instructional objectives of the course in mind. Language tests can be made to test: (1) knowledge and perception; (2) manipulation; (3) understanding and production; and (4) overall communication proficiency. Examples of test…

Cloze tests are valid, reliable second language proficiency tests. This paper discusses the construction, administration, scoring and interpretation of cloze tests of overall language proficiency. Other uses of the cloze in ESL are mentioned. Finally an explanation of the cognitive processes in doing cloze tasks is offered. (CHK)

Emphasizes that developing a coherent sequence of instruction prekindergarten-16+ is crucial to improving education and to the future success of extended-sequence foreign language course offerings. The Collaborative Articulation and Assessment Project represents a successful model that affords opportunities for application and replication in local…

A study of 20 preschool children with specific language impairments and 20 typical preschool children examined the extent to which norm-referenced tests can identify a language impairment and determine specific areas of deficit. Results indicate the norm-referenced tests gave high discriminate capacity but inconsistent item-level performance.…

Evaluates a multimedia program produced to support test takers facing a new performance test for English-as-a-Second-Language (ESL) teachers in Hong Kong as part of a language certification test. Describes how groups of trainee ESL teachers in Hong Kong were first introduced to the test via the print syllabus produced by the Hong Kong…

This article describes development of the Profile of Multiple Language Proficiencies (PMLP), a measure of both English and American Sign Language skills in deaf children. The PMLP showed reasonable initial reliability and appears to be an easy-to-use measure. Discussion addresses issues that influence the reliability and validity in evaluating…

Addresses matters of ethics, standards, and professionalism in language testing. Terminology is defined, and current standards and codes relevant to language testing are reviewed. Personal experiences illustrating the ethical choices faced by professional language testers are provided. (11 references) (Author/CK)

Examined the extent to which native-English speaking and English-as-a-Second-Language listeners performed better on a test when the speaker shared their native language. Four groups of listeners with different native languages heard lectures presented in English by speakers of different native languages. Both native and nonnative listeners scored…

Presents the design and validation of an English-as-a-Second-Language (ESL) test for a commercial publisher. (Author/VWL)

Tells the story of how a college student who failed the Hong Kong Advanced Supplementary (AS) Level Use of English (UE) examination was determined to pass it the following year in order to go from a higher diploma program to a degree program that interested him. Discusses the process through which he refound his direction in learning English after…