A Contextualized Approach to Describing Oral Language Proficiency
Bibliographic Data
| ID | 4501805 |
|---|---|
| Authors | Micheline Chalhoub‐deville (University of Minnesota, corresponding author) |
| Year | 1995 |
| Volume | 45 |
| Issue | 2 |
| Pages | 251-281 |
| Publication date | 1995-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-1770.1995.tb00440.x |
| OpenAlex | W2117608995 |
| Language | EN |
| Citations received | 12 |
| References cited | 1 |
Although both raters and elicitation tasks are principal factors influencing the study of learners' second language L2) oral proficiency, the effect of each has always been investigated separately; consequently, any possible relationship between them remains unexplored. In investigating the L2 oral proficiency construct, the present study incorporated a variety of tasks and diverse rater groups. The tasks encompassed an interview, a narration, and a read-aloud. The rater groups, all NSs of Arabic, included 15 teachers in the US, 3 nonteaching raters residing in the US, and 36 nonteaching raters living in Lebanon. Using multidimensional scaling analyses, I derived dimensions underlying raters' holistic ratings of 6 learners' L2 oral proficiency on each of the three tasks. In addition, I specified the salience of the derived dimensions for each of the three rater groups. The results show that the nature of the L2 oral construct is not constant. Different weighted dimensions emerged when investigating the various tasks and rater groups. I concluded that proficiency researchers should not employ generic dimensions; dimensions should be empirically derived according to the specific elicitation task and audience
Cognitive psychology · Construct (python library) · Construct validity · Developmental psychology · Language proficiency · Linguistics · Mathematics education · Multidimensional scaling · Psychometrics · Salience (neuroscience) · Task (project management) · Think aloud protocol · Variety (cybernetics) · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Acquisition and Learning
Assessing Speaking
Deconstructing Comprehensibility
Rater judgment and English language speaking proficiency
The effects of accent familiarity and language teaching experience on raters' judgments of non-native speech
Dependability of scores for a new ESL speaking assessment consisting of integrated and independent tasks
Theoretical models, assessment frameworks and test construction
Judgments of oral proficiency by non-native and native English speaking teacher raters
Second language interaction
Using observation checklists to validate speaking-test tasks
Recent Issues in the Use of Signed Language Assessments for Diagnosis of Language Disorders in Signing Deaf and Hard of Hearing Children
Research on language learning and teaching
The Oral Proficiency Interview
| Citations per year | 0.4 |
|---|---|
| Citation span | 1996 - 2018 (23) |
| Highly cited | No |