Methodological Proposal for the Formulation of a Conceptualization of the Language Use of an English Certification Test as a Foreign Language
Keywords:
Validity, English (Foreign Language), target language use, content validity.Abstract
This article describes the procedure followed to formulate a conceptualization of the Target Language Use Domain for the Graduation Test of English (EXEDII). Language tests consider four abilities: listening, reading, speaking and writing, but a controversy exists about the conceptualization of the measured construct since the use of language in the real environment is neither fractioned in separate entities, nor used in a single situation. Thus it seems useful to make a conceptualization of the field before constructing or validating tests. Taking into account the adaptability of language use depending on the situation, four concatenated activities for collecting information were designed. A Focus Group and interviews provided the opinion of experts in teaching. Also, comparisons were made between the descriptions of the intermediate level of proficiency used by international institutions, a centre of language teaching and a couple of English language proficiency tests. The integration of this information produced the conceptualization which will be used as a criterion for the content validation of the EXEDII test.Downloads
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References
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Halliday, M. A. K. (1994). El lenguaje como semiótica social. México: FCE (Trabajo original publicado en1978).
Heaton, J. B. (1988). Writing English Language Tests. Nueva York: Longman.
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Nitko, A. J. (1994, julio). A Model for Development Curriculum-Driven Criterion-Referenced and Norm-Referenced Examination for Certification and Selection of Students. Documento presentado en la Conference of Education, Evaluation and Assessment for the Association Studies of Educational Evaluation in Sudafrica (ASEESA). Sudáfrica.
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Popham, W. J. (1990). Modern Educational Measurement: A practitioner’s Perspective. Washington: Allyn & Bacon.
Purpura, J. E. & Pinkley, D. (1991). On Target 2. Scott Foresman English, Intermediate level (2ª. ed.). EUA: Pearson Education
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booksearch/isbninquiry.asp?z=y&cds2Pid=6678&isbn=1586636456
Wang, L., Bachman, L. F., Carr, N., Kamei, G., Kim, M. & Llosa, L. (2000, march). A cognitive-psychometric approach to construct validation of Web-based language assessment. Work-in-progress. Documento presentado en el 22th Annual Language Testing Research Colloquium, Vancouver, BC, Canada.
Widdowson, H. G. (1978). Teaching Language as Communication. Oxford: Oxford University Press.
American Council of Teachers of Foreign Languages (1985). ACTFL Proficiency Guidelines [Versión electrónica], Hastings-on-Hudson, NY: ACTFL Materials Center. Consultado el 26 de enero de 2007 en: http://www.sil.org/lingualinks/LANGUAGELEARNING/OtherResources/
ACTFLProficiencyGuidelines/ACTFLProficiencyGuidelines.htm
Anastasi, A. (1977). Tests psicológicos (3ª. ed.). México: Aguilar.
Association of Language Testers in Europe (2006). Overall general ability, Social & Tourist typical abilities, Work typical abilities, Study typical abilities. En: Framework and Can-Do. Consultado el 26 de enero de 2007 en: http://www.alte.org/can_do/general.php
Association of Language Testers in Europe (2007). University of Cambridge Examinations (Cambridge ESOL). Consultado el 3 de octubre de 2007 en el sitio Web: http://www.alte.org/members/english/index.php
Bachman, L. & Palmer, A. (1996). Language testing in practice. Oxford:Oxford University Press.
Chomsky, N. (1970). Aspectos de la teoría de la sintaxis (Trad. C.P. Otero). Madrid: Aguilar. (Trabajo original publicado en 1965).
Cureton, E. E. (1951). Validity. En: Ward, A. W., Stoker, H. W., Murray-Ward, M. (Eds., 1996). Educational Measurement: Origins, Theories and Explications: Basic concepts and theories (Vol.1) (pp. 133-178). NY: University Press of America.
Halliday, M. A. K. (1994). El lenguaje como semiótica social. México: FCE (Trabajo original publicado en1978).
Heaton, J. B. (1988). Writing English Language Tests. Nueva York: Longman.
Hernández Rojas, G. (2005). La comprensión y la composición del discurso escrito desde el paradigma histórico-cultural. Perfiles educativos [online], 27 (107), 85-117. Cosultado el 5 de octubre de 2007. Disponible en:
<FONT class=" texto_articulo_chico?>ISSN 0185-2698.
Hymes, D. (1971). Competence and performance in linguistic theory. En: R. Huxley y E. Ingram (Eds.) Language Acquisition: Models and Methods (pp. 3-24). Nueva York: Academic Press.
Loera Varela, A. (2000). Los grupos de enfoque en la investigación cualitativa. INDES-BID. Disponible en: <a href="file:/// http: target="_blank" search?hl='&q=grupos%2Benfoque&meta="" www.google.com.mx class="nav">http://www.google.com.mx/search?hl=&q=grupos+enfoque&meta=
Messick, S. (1993). Validity. En R. L. Linn (Ed.). Educational Measurement (pp. 13-103). Phoenix: AmericancCouncil on Education & The Orix Press, American Council on Education.
Nitko, A. J. (1994, julio). A Model for Development Curriculum-Driven Criterion-Referenced and Norm-Referenced Examination for Certification and Selection of Students. Documento presentado en la Conference of Education, Evaluation and Assessment for the Association Studies of Educational Evaluation in Sudafrica (ASEESA). Sudáfrica.
Piaget, J. (1984). El lenguaje y el pensamiento del niño pequeño. (Traducción de Elba Mendolia). Barcelona: Paidós. (Trabajo original publicado en 1924).
Popham, W. J. (1990). Modern Educational Measurement: A practitioner’s Perspective. Washington: Allyn & Bacon.
Purpura, J. E. & Pinkley, D. (1991). On Target 2. Scott Foresman English, Intermediate level (2ª. ed.). EUA: Pearson Education
Real Academia Española (2001). Diccionario de la lengua española (22ª. ed.). Consultado el 2 de octubre de 2007 en: http://buscon.rae.es/drae
Skinner, B. F. (1957/1981). Conducta Verbal. México: Trillas.
SparkNotes (s.f.). English Grammar SparkChartsTM. Barnes & Noble. Consultado el 3 de octubre en: http://search.barnesandnoble.com/
booksearch/isbninquiry.asp?z=y&cds2Pid=6678&isbn=1586636456
Wang, L., Bachman, L. F., Carr, N., Kamei, G., Kim, M. & Llosa, L. (2000, march). A cognitive-psychometric approach to construct validation of Web-based language assessment. Work-in-progress. Documento presentado en el 22th Annual Language Testing Research Colloquium, Vancouver, BC, Canada.
Widdowson, H. G. (1978). Teaching Language as Communication. Oxford: Oxford University Press.
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Published
2007-11-01
