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Testing the Spoken English of Young Norwegians A Study of Testing Validity and the Role of Smallwords in Contributing to Pupils' Fluency [Minkštas viršelis]

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Testing the Spoken English of Young Norwegians A Study of Testing Validity and the Role of Smallwords in Contributing to Pupils' FluencyDidesnis paveikslėlis
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This book reports on a two-part study: the validation of a test of spoken English for Norwegian secondary school pupils and the corpus-based investigation of the role played by 'smallwords', such as 'well', 'sort of', and 'you know', in bringing about fluency.

The first study builds on the Messickian six central aspects of construct validity to produce a practical framework for test validation. It identifies potential sources of invalidity in the test being examined particularly relating to 'fluency'.

The second study sets about to explore the concept of fluency, and to expose the extent to which it is acknowledged in the literature to be associated with smallwords, albeit under other names.

The findings from the corpus study are drawn on to propose new elements to include in descriptors of fluency, and the implications of the study for classroom practices are discussed.

Recenzijos

"What Hasselgreen does examine and develop in a way that no one has done before is the link between gains in fluency and gains in facility in smallword use. This is a book that should appeal to a broad audience. It is well worth reading and is highly recommended." April Ginther, Purdue University, SSLA

Daugiau informacijos

This book reports on a two-part study: the validation of a test of spoken English for Norwegian secondary school pupils and the corpus-based investigation of the role played by 'smallwords'.
Acknowledgements xii
Series Editor's notes xiii
Chapter 1 Introduction 1(8)
Test validation
1(1)
Fluency and smallword use
2(1)
The test
3(1)
Research questions
3(1)
Data and methods
4(1)
Organisation of the book
5(4)
PART ONE: TEST VALIDATION
Chapter 2 Test validation
9(24)
Validation - an overview
10(18)
Content validation
12(1)
Face validation
13(1)
Response validation
14(1)
Washback validation
15(2)
Consequential validation
17(1)
Criterion-related validation
18(2)
Reliability
20(2)
Test bias
22(1)
Construct validation
23(4)
The narrower view of construct validity
24(1)
The broader, unifying, view of construct validity
25(2)
Threats to validity summarised
27(1)
A unified framework for validation
28(4)
Six central aspects of validity
29(1)
A validation framework
30(2)
Towards the validation process
32(1)
Chapter 3 Communicative language ability
33(25)
Towards a model of communicative competence
34(9)
Models of communicative competence reviewed
35(4)
A suitable model of CLA
39(4)
Describing the domain of CLA
43(6)
Speaking
43(3)
The situation of the testees
46(3)
Operationalising components of CLA
49(5)
Operationalising microlinguistic ability
50(1)
Operationalising textual ability
51(1)
Operationalising pragmatic ability
52(1)
Operationalising strategic ability
53(1)
Some conclusions on CLA and the significance of smallwords
54(1)
Summary
55(3)
Chapter 4 Validation of the test 'as it stands'
58(38)
The aims and purposes of the EVA testing
59(1)
Speaking test specifications
59(6)
Specifications for elicitation procedures
60(2)
Specifications for scoring procedures
62(3)
The validation process
65(23)
The CONTENT aspect of validity
66(5)
The SUBSTANTIVE aspect of validity
71(3)
The STRUCTURAL aspect of validity
74(9)
The GENERALISABILITY aspect of validity
83(1)
The EXTERNAL aspect of validity
84(2)
The CONSEQUENTIAL aspect of validity
86(2)
Summary and conclusions
88(8)
Conclusion on the extent to which the model of CLA is represented in the test
88(2)
Conclusions on the validity of the test
90(6)
Chapter 5 Validation based on scoring data
96(26)
Data and methods
96(3)
The a posteriori validation process
99(18)
The EXTERNAL aspect
100(3)
The CONTENT aspect: test bias with respect to gender
103(1)
Generalisability
104(9)
Inter-rater reliability
104(6)
Vagueness in the wording of the scoring instruments
110(2)
Conclusions on generalisability
112(1)
The STRUCTURAL aspect
113(4)
Summary
117(5)
PART TWO: FLUENCY AND SMALLWORD USE
Chapter 6 Fluency and smallwords - making the connection
122(35)
Fluency
124(11)
Pinning down fluency
124(2)
Identifying elements of fluency
126(7)
A language of fluency?
133(1)
Fluency summarised
133(2)
Forging a link between smallwords and fluency
135(16)
Smallwords in other people's books
135(3)
Smallwords and fluency in relevance theory terms
138(10)
The essence of relevance theory
139(3)
Proposing a role for smallwords in relevance theory
142(1)
The work of smallwords in optimalising fluency
142(6)
Levelt's perspective: speech production and fluency
148(3)
A framework for analysing smallword signals
151(4)
Summary
155(2)
Chapter 7 Smallwords and other fluency markers: quantitative analysis
157(26)
The approach
159(6)
The data
160(2)
The smallwords
162(1)
Hypotheses and research questions
163(1)
Method
164(1)
Findings on temporal variables
165(5)
Filled pausing
166(3)
Mean length of turn
169(1)
Conclusions on temporal variables
169(1)
Findings on smallwords
170(8)
General smallword use: quantity and distribution
170(3)
Range and variety in smallword use
173(3)
Smallword use summed up
176(2)
Smallwords and filled pausing
178(2)
Summary
180(3)
Chapter 8 The signalling power of smallwords
183(41)
The approach
184(4)
Data, hypotheses and research questions
185(1)
Method
185(3)
Defining and analysing evidence that smallwords are used to send signals
188(30)
Expressing the communicative intention
188(6)
Signalling whether the speaker intends to take, hold or yield the turn
189(3)
Signalling an oblique response
192(2)
Pointing to the context for interpretation
194(6)
Signalling a break with the initial context created by the previous speaker ('mode changing')
194(2)
Signalling a mid-utterance break with context created by the speaker's own immediately preceding speech
196(4)
Indicating the cognitive effect of the previous utterance
200(4)
Signalling a cognitive change of state, resulting from the previous utterance
201(3)
Indicating the degree of vagueness or commitment: Signalling a softening of the impact of the message, or 'hedging'
204(9)
Learner-favoured hedges
208(1)
Learner-underused hedges
209(4)
Conclusions on hedging
213(1)
Indicating the state of success of communication
213(11)
Signalling the acknowledgement of smooth communication
213(3)
Signalling an appeal to the listener to confirm or assist smooth communication
216(2)
Summary
218(6)
Chapter 9 The smallword user
224(17)
Variation in smallword use
224(5)
Gender
224(2)
Task
226(3)
The acquisition of smallwords
229(3)
The implications of the findings for language education
232(7)
Implications for assessment
233(4)
Implications for teaching and learning
237(2)
Summary
239(2)
CONCLUSION 241(14)
Chapter 10 Conclusion
243(12)
The research questions
243(1)
The findings
244(10)
Theoretical findings
244(4)
Empirical findings
248(6)
A small word in conclusion
254(1)
Glossary 255(4)
References 259(8)
Appendices 267(28)
Index 295
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