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Resources / References

 
     
     
 

On-line Resources

Resources in Language Testing website – constructed by Dr. Glenn Fulcher, Centre for Applied Language Studies, University of Dunde.

The site is a comprehensive site for issues related to all aspects of foreign language testing. This page provides "one-stop shopping" for those searching for information on language testing topics ranging from types of tests available to conferences and organizations dealing with testing to numerous research studies online detailing their findings. The site aims to be of assistance to the user who not only needs to know what and where but also how, how well, and why. For example, numerous online resources are given and they are also reviewed for content and usefulness, something that is all too often missing from online resource collections.

Center for Applied Linguistics (CAL) offers a searchable database of tests. CAL's database for foreign language assessment houses information about tests in over 70 languages. The Language Materials Project, developed by CAL/NCLRC and now housed at UCLA, contains information on materials (including textbooks, grammars, readers, and dictionaries) in more than 300 languages.

References Cited

Alderson, J. C. (2000). Assessing reading. Cambridge, UK: Cambridge University Press.

Alderson, J.C. & Lukmani, Y. (1989). Cognition and reading: Cognitive levels as embodied in test questions. Reading in a Foreign Language, 5 (2), 253-270.

Allan, A. (1992). Development and validation of a scale to measure test-wiseness in EFL/ESL reading test takers. Language Testing, 9 (2), 101-122.

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.

Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.

Bloom, B.S. et al. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. NY: David McKay.

Brown, J. D. (2001). Pragmatic tests: Different purposes, different tests. In G. Kasper & K. R. Rose (Eds.), Pragmatics in language teaching (pp. 301-325). Cambridge: Cambridge University Press.

Brown, J. D. (Ed.) (1998). New ways of classroom assessment. Alexandria, VA: Teachers of English to Speakers of Other Languages.

Brown, A.L. & Day, J.D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22, 1-14.

Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second-language teaching and testing. Applied Linguistics, 1 (1), 1-47.

Canale, M. (1983). On some dimensions of language proficiency. In J. W. Oller, Jr. (ed.), Issues in language testing research (pp. 333-342). Rowley, MA: Newbury House.

Cohen, A. D. (1984). On taking language tests: What the students report. Language Testing, 1 (1), 70-81.

Cohen, A. D. (1986). Mentalistic measures in reading strategy research: Some recent findings. The ESP Journal, 5 (2), 131-145.

Cohen, A. D. (1987). Studying language learning strategies: How do we get the Information? In A. L. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 31-40). Englewood Cliffs, NJ: Prentice-Hall International.

Cohen, A. D. (1993). The role of instructions in testing summarizing ability. In D. Douglas & C. Chapelle (eds.), A new decade of language testing research (pp. 132-160). Arlington, VA: TESOL.

Cohen, A. D. (1994a). Assessing language ability in the classroom. 2nd Edition. Boston: Newbury House/Heinle & Heinle.

Cohen, A. D. (1994b). English for academic purposes in Brazil: The use of summary tasks. In C. Hill & K. Parry (Eds.), From testing to assessment: English as an international language (pp. 174-204). London: Longman.

Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow, Essex: Longman.

Cohen, A. D., & Aphek, E. (1979). Easifying second language learning. (A research report under the auspices of Brandeis University and submitted to the Jacob Hiatt Institute, Jerusalem.) Educational Resources Information Center, ERIC ED 163 753.

Cohen, A. D., Glasman, H., Rosenbaum-Cohen, P. R., Ferrara, J., & Fine, J. (1979). Reading English for specialized purposes: Discourse analysis and the use of student informants. TESOL Quarterly, 13 (4), 551-564.

Cohen, A. D., & Hosenfeld, C. (1981). Some uses of mentalistic data in second-language research. Language Learning, 31 (2), 285-313.Douglas, D. (2000). Assessing languages for specific purposes. Cambridge, UK: Cambridge University Press.

Dunkel, P. A. (1999). Considerations in developing or using second/foreign language proficiency computer-adaptive tests. Language Learning & Technology , 2(2), 77-93.

Fransson, A. (1984). Cramming or understanding? Effects of intrinsic and extrinsic motivation on approach to learning and test performance. In Alderson, J.C. & Urquhard, A.H. (Eds.), Reading in a foreign language (pp. 86-121). London: Longman.

García Mayo, M. & García Lecumberri, M. (Eds.) (2003). Age and the acquisition of English as a foreign language. Clevedon, England: Multilingual Matters.]

Green, A. J. F. (1998). Using verbal protocols in language testing research: A handbook. Cambridge, UK: Cambridge University Press.

Hamp-Lyons, L., Condon, W., & Farr, M. (Eds.), (2000). Assessing the portfolio : Principles for practice, theory, and research (written language). Cresskill, NJ: Hampton Press.

Hudson, T., Detmer, E., & Brown, J. D. (1995). Developing prototypic measures of cross-cultural pragmatics. Technical Report #7. Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawai’i at Manoa.

Jacobs, H.L. Zinkgraf, S.A., Wormuth, D.R., Hartfiel, V.F., & Hughey, J.B. (1981). Testing ESL composition. Rowley, MA: Newbury House.

Kintsch, W. & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363-394.

Laufer-Dvorkin, B. (1991). Similar lexical forms in interlanguage. Tübingen, Germany: Gunter Narr.

Lewkowicz, Jik. A. (1997). Authentic for whom? Does authenticity really matter? In V. K. L. K.-S. a. S. L. A. Huhta (Eds.), Current developments and alternatives in language assessment – Proceedings of LTRC 96 (pp. 165-184). Jyväskylä, Finland: University of Jyväskylä and University of Tampere.

Marinova-Todd, S. H., Marshall, D. B., & Snow, C. E. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34(1), 9-34.

Norris, J. M., Brown, J. D., Hudson, T., & Yoshioka, J. (1998). Designing second language performance assessments. Technical Report #18. Hawai'i: Second Language Teaching & Curriculum Center, University of Hawai'i Press.

Radford, J. (1974). Reflections on introspection. American Psychologist, 29 (4), 245-250.

Read, J. (2000). Assessing vocabulary. Cambridge, UK: Cambridge University Press.

Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive awareness and L2 readers. The Reading Matrix, 1 (1), 8 pp.

Upton, T. A. (1997). First and second language use in reading comprehension strategies of Japanese ESL students. TESL-EJ, 3 (1), 22 pp.

Upton, T. A. (1998). "Yuk, the skin of insects!" Tracking sources of errors in second language reading comprehension. Journal of College Reading and Learning, 29 (1), 5-20.

Upton, T. A. & Lee-Thompson, Li-Chun. (2001). The role of the first language in second language reading. Studies in Second Language Acquisition, 23 (4), 469-495.

Valette, R. M. (1969). Directions in foreign language testing. NY: Modern Language Association.

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