Interrogating the construct of communicative competence in language assessment contexts: What the non-language specialist can tell us

Elder, Catherine; McNamara, Tim; Kim, Hyejeong; Pill, John; Sato, Takanori

doi:10.1016/j.langcom.2016.12.005

Cited by 41 publications

(43 citation statements)

References 25 publications

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“…Faced with a lack of a strong theory for language proficiency, specifying the inference for the domain analysis in a validation model may help test designers and validation researchers focus more on defining theoretical constructs and evaluating the definitions to more accurately explain and predict the test taker's performance in the language use contexts based on test scores (Fulcher, 2015). However, Elder, McNamara, Kim, Pill, and Sato (2017) point out that test constructs in language testing have been defined by language specialists, and Elder and McNamara (2016), Jacoby and McNamara (1999), and H. Kim and Elder (2009) commonly call for listening to actual language users who have insights into the language use situations for defining language proficiency in specific-purpose language testing. The justification for this perspective is that language users' perspectives reflect actual language proficiency valued in the real-world.…”

Section: Discussionmentioning

confidence: 99%

Critical review of validation models and practices in language testing: their limitations and future directions for validation research

Im¹,

Shin

Cheng³

2019

Lang Test Asia

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Purpose and background: The purpose of this paper is to critically review the traditional and contemporary validation frameworks-the content, criterion, and construct validations; the evidence-gathering; the socio-cognitive model; the test usefulness; and an argument-based approach-as well as empirical studies using an argument-based approach to validation in high-stakes contexts to discuss the applicability of an argument-based approach to validation. Chapelle and Voss (2014) reported that despite the usefulness and advantages of an argument-based approach for test validation, five validation studies using this approach were found in a search from two major journals-Language Testing and Language Assessment Quarterly. We reviewed the validation approaches in language testing and extended the search for empirical studies that used an argument-based approach in five language testing journals including ProQuest Dissertation and Theses. By doing so, this paper aims to provide validation researchers with each approach's conceptual limitations and future directions for validation research. For validity arguments to be defensible, this paper suggests that various validity evidences be required, involving multiple test stakeholders. Implications: By comparing variations of an argument-based approach and reviewing eight representative studies out of 33 empirical validation studies using an argument-based approach, this paper presents the following implications for future researchers to consider: (a) defining test constructs and relevant test tasks through domain analysis; (b) inviting multiple test stakeholders to test validation; (c) investigating the intended and actual interpretations, decisions, and consequences; (d) considering social, cultural, and political values to be embedded; and (e) employing multiple methods beyond statistical analyses using test scores.

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Section: Discussionmentioning

confidence: 99%

Critical review of validation models and practices in language testing: their limitations and future directions for validation research

Im¹,

Shin

Cheng³

2019

Lang Test Asia

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“…This essentially includes two competence units; orthographic and lexical semantic. The first alludes to written language, whilst the second is as much oral as it is written (Elder et al, 2017). d.1.…”

Section: Status Of the Issuementioning

confidence: 99%

Efectividad de la intervención formativa sobre la competencia comunicativa en futuros maestros

Quijano‐López

González²,

García‐Martínez

2020

ESXXI

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La sociedad nos invita a mejorar constantemente nuestra forma de interaccionar con ella y la mejora en los procesos de comunicación, factor esencial en el desarrollo de la profesión del docente, ello nos obliga a reflexionar sobre los componentes de la competencia comunicativa y el dominio de la misma. El presente trabajo forma parte de una amplia investigación que analiza la formación sobre nuevas tecnologías que posee el alumnado del Grado de Maestro de Educación Primaria en tres universidades españolas (Granada, Jaén y Oviedo). El estudio se centra en una muestra de 380 estudiantes del Grado de Maestro en Educación Primaria (en las universidades citadas). Se realiza un estudio descriptivo y cuasi-experimental, pretest-postest con grupo control no equivalente. Se evidencian deficiencias iniciales en los grupos control y experimental en situación pretest en la formación del estudiante en los niveles previos a los estudios universitarios con respecto a la competencia comunicativa, que mejoran con la aplicación del programa “Affective e-Learning+” al grupo experimental. Los estudiantes del grupo experimental manifiestan que el programa ha mejorado su interacción con los estudiantes de la otra universidad; que han compartido experiencias y el programa en línea les ha facilitado el aprendizaje de temas importantes para su formación, pudiendo utilizar tiempos y espacios que no han interrumpido su ritmo de estudio, tras la aplicación del programa en línea “Affective e-learning+” en los diferentes criterios de las subcompetencias Sociolingüística, Morfosintáctica, Pragmática y Ortográfica y registro lingüístico, que integran la competencia comunicativa The society encourages a constant improvement in how we interact with it as well as in the improvement of communication processes, a key factor in the development of the teaching profession. As a result, we have to think about the components of communicative competence and its knowledge. This research is part of an extensive research project that analyzes the training on new technologies that the Primary Education Teacher Degree students have at three Spanish universities (Granada, Jaén and Oviedo). The study focuses on a sample of 380 students of the Primary Education Teacher Degree (in the universities involved in the study). A descriptive and quasi-experimental, pretest-postest study is carried out with a non-equivalent control group. Initial deficiencies are evident in the control and experimental groups in pre-test situation in the student's pre-university training levels with respect to communicative competence, which improve through the application of the “Affective e-Learning+" programme in the experimental group. The students of the experimental group state that the program has improved their interaction with other university students; they have shared experiences and the online program has facilitated the learning of important subjects for their training, using times and spaces that have not interrupted their learning process. After the application of the online program "Affective e-learning+" in different criteria of Sociolinguistics, Morphosyntactics, Pragmatics and Orthographic sub-competences and Linguistic Registry, which integrate the communicative competence.

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“…Esta falta de definición del fenómeno a estudiar, o su definición confusa, pone en entredicho la validez de los instrumentos utilizados en estos estudios. Esto, porque sin una adecuada definición de competencia es difícil determinar qué tipo de evidencia recolectar, cómo recolectarla, y cómo interpretar los resultados obtenidos (Canale 1988, Elder, McNamara, Kim, Pill y Sato 2017.…”

Section: Ideologías Lingüísticas En El Estudio De La Competencia En Lunclassified

Ideologías lingüísticas en el estudio de la ‘competencia en lengua índigena’ en Chile. Implicancias teóricas y metodológicas

2019

Estud. filol.

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Interrogating the construct of communicative competence in language assessment contexts: What the non-language specialist can tell us

Cited by 41 publications

References 25 publications

Critical review of validation models and practices in language testing: their limitations and future directions for validation research

Critical review of validation models and practices in language testing: their limitations and future directions for validation research

Efectividad de la intervención formativa sobre la competencia comunicativa en futuros maestros

Ideologías lingüísticas en el estudio de la ‘competencia en lengua índigena’ en Chile. Implicancias teóricas y metodológicas

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Interrogating the construct of communicative competence in language assessment contexts: What the non-language specialist can tell us

Cited by 41 publications

References 25 publications

Critical review of validation models and practices in language testing: their limitations and future directions for validation research

Critical review of validation models and practices in language testing: their limitations and future directions for validation research

Efectividad de la intervención formativa sobre la competencia comunicativa en futuros maestros

Ideologías lingüísticas en el estudio de la &#8216;competencia en lengua índigena&#8217; en Chile. Implicancias teóricas y metodológicas

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Ideologías lingüísticas en el estudio de la ‘competencia en lengua índigena’ en Chile. Implicancias teóricas y metodológicas