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10 - The Role of the L1 in Testing L2 English

from Part IV - Assessing English

Published online by Cambridge University Press:  24 December 2019

By
Fumiyo Nakatsuhara ,
Lynda Taylor  and
Suwimol Jaiyote
Edited by
Christopher J. Hall  and
Rachel Wicaksono
Christopher J. Hall
Affiliation:
York St John University
Rachel Wicaksono
Affiliation:
York St John University
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Summary

A number of chapters in this volume have highlighted the role of testing and assessment in contributing to maintaining monolith conceptualisations of English, and conversely the hybrid nature of the language and lack of clear boundaries, especially in L2 versions. Accordingly, this chapter discusses the role of the L1 in assessing L2 English proficiency, focusing particularly on tests of L2 English speaking ability. It first considers Weir’s (2005) socio-cognitive framework for developing and validating speaking tests (further elaborated in Taylor, 2011), in order to locate the issue of L1 influence comprehensively within an overall test validation framework. It then describes how the different test purposes for which tests are designed can determine the role of the L1, according to the specific construct of the test. To exemplify differing roles that can be played by the L1 in speaking tests, this chapter then presents two studies on L2 spoken English tests that sought to address the issue of test-takers’ L1 in contrastive ways.

Keywords

Speaking assessmentPaired speaking taskSocio-cognitive framework for test validationTest-taker characteristicsFirst language (L1)Test purposeCambridge B2 First (FCE)Test of English for Academic Purposes (TEAP)Localisation of assessment systemsFairness for test-takers
Type
Chapter
Information
Ontologies of English
Conceptualising the Language for Learning, Teaching, and Assessment
 , pp. 187 - 208
Publisher: Cambridge University Press
Print publication year: 2020

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