FROM LANGUAGE PROFICIENCY SITUATIONS TO FUNCTIONAL TASK-BASED TESTS CATHOLIC UNIVERSITY LEUVEN Eva Teijsse and Lies Wijnants Leuven TBLT, september 2005 UNIVERSITY OF AMSTERDAM
TASK BASED APPROACH • Functional tests • Based on the needs of language users • Contextualised real life situations • Integrated • Profile tests
PROFILES • Profile academic language proficiency • Profile professional language proficiency • Profile societal language proficiency • Profile tourist and informal language proficiency
NEW PROFILES • Profile language proficiency in practical professions • Profile language proficiency in higher education
SUMMARY PRESENTATION • PURPOSE: How to come from a language proficiency situation to a functional task-based test - an example • STEP 1: real life situation: features • STEP 2: complexity of a real life situation • STEP 3: test-technical criteria • STEP 4: constructing a rating model
STEP 1 In which real life language use situation does one wants to function in Dutch? • • • Features: Goal language user Role/function communication partner(s) Media Language skills
REAL LIFE SITUATION You want to follow salsa lessons. You received a flyer from a dancing school about trial lessons. You register yourself per e-mail for one of the trial lessons, while making use of your agenda.
SITUATION and LANGUAGE TASKS LANGUAGE USE SITUATION: real life situation which requires the accomplishment of language tasks in order to function successfully within this situation. LANGUAGE TASK: language activity which people carry out in order to function in a language use situation. A language use situation
LANGUAGE TASKS - read a flyer - read your agenda - write an e-mail
STEP 2 Which language parameters determine the complexity of the language situation and its different language tasks? • Text genre + text features • Level of information processing • Public
LEVEL OF INFORMATION PROCESSING This parameter refers to the extent to which a language user has to process a text for production or reception.
LEVEL OF INFORMATION PROCESSING • Copying level (very low) • Descriptive level (low) • Restructuring level (high) • Evaluative level (very
STEP 2 Which language parameters determine the complexity of the language situation and its different language tasks? • Text genre + text features • Level of information processing • Public
STEP 3 How to meet test-technical criteria when constructing the test task? • Validity • Efficiency • Reliability
STEP 4 How to construct a rating model? • Validity: Language requirements • Reliability and Objectivity • How? Global - Analytic rating
RELIABILITY / OBJECTIVITY • Split up into components (items) • Provide a clear and detailed scoring key/ model • Train the raters • Detect and remove unreliable items
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FROM LANGUAGE PROFICIENCY SITUATIONS TO FUNCTIONAL TASK-BASED TESTS CATHOLIC UNIVERSITY LEUVEN Eva Teijsse and Lies Wijnants Leuven, september 2005 UNIVERSITY OF AMSTERDAM
And now. . . it's Salsa time!
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