Language testing

Abstract

05–81Aguado, Karin (U of Bielefeld, Germany). Evaluation fremdsprachlicher Wortschatz-kompetenz: Funktionen, Prinzipien, Charakteristika, Desiderate [Evolution of foreign vocabulary competence: functions, principles, characteristics and deficits]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 231–250.

05–82Hansen, Eric, G. (ETS, Princeton, USA; ehansen@ets.org), Mislevy, Robert, J., Steinberg, Linda, S., Lee, Moon, J. & Forer, Douglas, C. Accessibility of tests for individuals with disabilities within a validity framework. System (Oxford, UK) 33.1 (2005), 107–133.

05–83Ingram, David (Melbourne U Private, Australia; d.ingram@muprivate.edu.au). Towards more authenticity in language testing. Babel-Journal of the AFMLTA (Queensland, Australia) 39.2(2004), 16–24.

05–84Latham, Dorothy (Independent Education Consultant, UK). Speaking, listening and learning: a rationale for the Speaking and Listening Profile. English in Education (Sheffield, UK) 39.1 (2005)60–74.

05–85Spratt, Mary (Cambridge, UK). Washback and the classroom: the implications for teaching and learning of studies of washback from exams. Language Teaching Research (London, UK) 9.1 (2005), 5–29.

05–86Suzuki, Manami & Daza, Carolina (OISE, Toronto, Canada; msusuki@oise.utoronto.ca). A review of the reading section of the TOEIC. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 16–24.

05–87Weaver, Chris & Romanko. Rick (Tokyo U of Agriculture and Technology, Japan). Assessing oral communication competence in a university entrance examination. The Language Teacher (Kyoto, Japan) 29.1 (2005), 3–9.