Bibliography for Language Proficiency Assessment and Feedback BETA

1.

Hughes, A., Hughes, J.: Testing for language teachers. Cambridge University Press, Cambridge (2020).

2.

Fulcher, G.: Practical language testing. Hodder Education, London (2010).

3.

Alderson, C.J., Clapham, C., Wall, D.: Language test construction and evaluation. Cambridge University Press, Cambridge (1995).

4.

Bachman, L.F.: Fundamental considerations in language testing. Oxford University Press, Oxford (1990).

5.

Bachman, L.F., Palmer, A.S.: Language testing in practice: designing and developing useful language tests. Oxford University Press, Oxford (1996).

6.

Brown, H.D.: Principles of language learning and teaching: a course in second language acquisition. Pearson Education, White Plains, NY (2014).

7.

Brown, K.: Encyclopedia of language & linguistics. Elsevier, Amsterdam (2006).

8.

Buck, G.: Assessing listening. Cambridge University Press, Cambridge (2001).

9.

Council of Europe: Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press, Cambridge (2001).

10.

Cushing Weigle, S.: Assessing Writing. Cambridge University Press, Cambridge (2002).

11.

Davies, A.: Principles of language testing. Basil Blackwell, Oxford (1990).

12.

Douglas, D.: Assessing languages for specific purposes. Cambridge University Press, Cambridge (2000).

13.

Ellis, R.: The study of second language acquisition. Oxford University Press, Oxford (1994).

14.

Hughes, A., Hughes, J.: Testing for language teachers. Cambridge University Press, Cambridge (2020).

15.

Hymes, D.: Foundations in sociolinguistics: an ethnographic approach. , Philadelphia, Pa (1974).

16.

Larsen-Freeman, D., Long, M.H.: An introduction to second language acquisition research. Longman, London (1991).

17.

Larsen-Freeman, D.: Techniques and principles in language teaching. Oxford University Press, Oxford (2000).

18.

Lightbown, P.M., Spada, N.: How languages are learned. Oxford University Press, Oxford (1999).

19.

Luoma, S.: Assessing speaking. Cambridge University Press, Cambridge (2004).

20.

McNamara, T.F.: Language testing. Oxford University Press, Oxford (2000).

21.

Nunan, D.: Language teaching methodology: a textbook for teachers. Phoenix ELT, Hemel Hempstead, Herts (1995).

22.

Nuttall, C.E.: Teaching reading skills in a foreign language. Macmillan Education, Oxford (2005).

23.

Peregoy, Suzanne: Reading: A Resource Book for Teaching K-12 English Learners. Pearson/Education (2013).

24.

Read, J.: Assessing vocabulary. Cambridge University Press, Cambridge (2000).

25.

Richards, J.C.: The language teaching matrix. Cambridge University Press, Cambridge (1990).

26.

Richards, J.C., Lockhart, C.: Reflective teaching in second language classrooms. Cambridge University Press, Cambridge (1996).

27.

Richards, J.C., Rodgers, T.S.: Approaches and methods in language teaching. Cambridge University Press, Cambridge (2001).

28.

Weir, C.J.: Language testing and validation: an evidence-based approach. Palgrave Macmillan, Basingstoke (2005).

29.

British Council, http://www.teachingenglish.org.uk/.

30.

Qualifications Curriculum Authority, https://www.qca.org.uk/.

31.

SQA, http://www.sqa.org.uk/sqa/5398.html.

32.

Studies in Language Testing (SiLT), http://www.cambridgeenglish.org/research-and-validation/published-research/silt/.

33.

Research Notes, http://www.cambridgeenglish.org/rs_notes/.

34.

Alderson, C.J., Clapham, C., Wall, D.: Language test construction and evaluation. Cambridge University Press, Cambridge (1995).

35.

ALTE Framework of Language Examinations, https://www.alte.org/.

36.

Bachman, L.F.: Fundamental considerations in language testing. Oxford University Press, Oxford (1990).

37.

Carroll, B.J., Hall, P.J.: Make your own language tests: a practical guide to writing language performance tests. Pergamon Press, Oxford (1985).

38.

Council of Europe: Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press, Cambridge (2001).

39.

Davies, A.: Principles of language testing. Basil Blackwell, Oxford (1990).

40.

Harley, B.: The Development of second language proficiency. Cambridge University Press, Cambridge (1990).

41.

Hughes, A.: Testing for language teachers. Cambridge University Press, Cambridge (2003).

42.

McNamara, T.F.: Measuring second language performance. Longman, London (1996).

43.

McNamara, T.F.: Language testing. Oxford University Press, Oxford (2000).

44.

Morrow, K.: Insights from the Common European Framework. Oxford University Press, Oxford (2004).

45.

Brown, K.: Encyclopedia of language & linguistics. Elsevier, Amsterdam (2006).

46.

Weir, C.J.: Language testing and validation: an evidence-based approach. Palgrave Macmillan, Basingstoke (2005).

47.

Alderson, J.C., Banerjee, J.: Language testing and assessment (Part I). Language Teaching. 34, (2001). https://doi.org/10.1017/S0261444800014464.

48.

Alderson, C.J., Clapham, C., Wall, D.: Language test construction and evaluation. Cambridge University Press, Cambridge (1995).

49.

Nunan, D., Carter, R.: The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press, Cambridge (2001).

50.

Carroll, B.J., Hall, P.J.: Make your own language tests: a practical guide to writing language performance tests. Pergamon Press, Oxford (1985).

51.

Council of Europe: Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press, Cambridge (2001).

52.

Davies, A.: Principles of language testing. Basil Blackwell, Oxford (1990).

53.

Current Issues in English Language Teacher-Based Assessment. TESOL Quarterly. 43, 393–415 (2012).

54.

Hughes, A.: Testing for language teachers. Cambridge University Press, Cambridge (2003).

55.

Alderson, C.J., Clapham, C., Wall, D.: Language test construction and evaluation. Cambridge University Press, Cambridge (1995).

56.

Graves, K.: Teachers as course developers. Cambridge University Press, Cambridge (1996).

57.

Heaton, J. B.: Writing English language tests. Longman, London (1988).

58.

Kitao, S.K., Kitao, K.: Essentials of English language testing. Eichosha Co, Tokyo (1999).

59.

Mager, Robert Frank: Preparing instructional objectives: a critical tool in the development of effective instruction. Center for Effective Performance, Atlanta, GA (1997).

60.

McGinley, K.: The ’Test of Interactive English’--from conception to implementation. ELT Journal. 60, 374–381 (2006). https://doi.org/10.1093/elt/ccl028.

61.

McNamara, T.F.: Language testing. Oxford University Press, Oxford (2000).

62.

Nunan, D.: The learner-centred curriculum: a study in second language teaching. Cambridge University Press, Cambridge (1988).

63.

Perry, F.L.: Research in applied linguistics: becoming a discerning consumer. Lawrence Erlbaum Associates, Mahwah, NJ (2005).

64.

Schellekens, Philida: Oxford ESOL handbook. Oxford University Press, Oxford, UK (2007).

65.

Stoynoff, S.: Looking backward and forward at classroom-based language assessment. ELT Journal. 66, 523–532 (2012). https://doi.org/10.1093/elt/ccs041.

66.

Weir, C.J.: Language testing and validation: an evidence-based approach. Palgrave Macmillan, Basingstoke (2005).

67.

Greenall, Simon: Reward: Teacher’s book: pre-intermediate. Teacher’s book. Macmillan Heinemann, Oxford (1994).

68.

Soars, John: New Headway English Course: Teacher’s book: Mike Sayer.Pre-Intermediate. Teacher’s book. Oxford University Press, Oxford (2000).

69.

Barker, Helen: New cutting edge. Pearson Longman, Harlow (2006).

70.

Alderson, J.C.: Assessing reading. Cambridge University Press, Cambridge (2000).

71.

Alderson, C.J., Clapham, C., Wall, D.: Language test construction and evaluation. Cambridge University Press, Cambridge (1995).

72.

Bachman, L.F., Palmer, A.S.: Language testing in practice: designing and developing useful language tests. Oxford University Press, Oxford (1996).

73.

Buck, G.: Assessing listening. Cambridge University Press, Cambridge (2001).

74.

Chang, A.C.-S., Read, J.: The Effects of Listening Support on the Listening Performance of EFL Learners. TESOL Quarterly. 40, (2006). https://doi.org/10.2307/40264527.

75.

Flowerdew, J., Miller, L.: Second Language Listening: Theory and Practice. Cambridge University Press, Cambridge (2005).

76.

Robinson, Helen M., Conference on Reading: Sequential development of reading abilities. University of Chicago Press, Chicago (1977).

77.

Koda, K.: Insights into Second Language Reading: A Cross-Linguistic Approach. Cambridge University Press, Cambridge (2005).

78.

Lunzer, E.A., Gardner, K., Schools Council (Great Britain): The effective use of reading. Heinemann Educational Books for the Schools Council, London (1979).

79.

Lynch, T.: Teaching second language listening. Oxford University Press, Oxford (2009).

80.

Munby, J.: Communicative syllabus design: a sociolinguistic model for defining the content of purpose-specific language programmes. Cambridge University Press, Cambridge (1978).

81.

Nuttall, C.E.: Teaching reading skills in a foreign language. Macmillan Education, Oxford (2005).

82.

Sakai, H.: Effect of Repetition of Exposure and Proficiency Level in L2 Listening Tests. TESOL Quarterly. 43, 360–372 (2011).

83.

Bachman, L.F., Palmer, A.S.: Language testing in practice: designing and developing useful language tests. Oxford University Press, Oxford (1996).

84.

Bereiter Carl: The psychology of written composition C.: Bereiter: M. Scardamalia. Lon, NJ (1987).

85.

Bygate, M.: Speaking. Oxford University Press, Oxford (1987).

86.

Douglas, D.: Assessing languages for specific purposes. Cambridge University Press, Cambridge (2000).

87.

Grabe, W., Kaplan, R.B.: Theory and practice of writing: an applied linguistic perspective. Longman, Harlow (1996).

88.

Gregg, L.W., Steinberg, E.R.: Cognitive processes in writing. L. Erlbaum Associates, Hillsdale, N.J (1980).

89.

Heaton, J. B.: Writing English language tests. Longman, London (1988).

90.

Hughes, A.: Testing for language teachers. Cambridge University Press, Cambridge (2003).

91.

Luoma, S.: Assessing speaking. Cambridge University Press, Cambridge (2004).

92.

McNamara, T.F.: Language testing. Oxford University Press, Oxford (2000).

93.

Markham, L.R.: Influences of Handwriting Quality on Teacher Evaluation of Written Work. American Educational Research Journal. 13, 277–283.

94.

Morrow, K.: Insights from the Common European Framework. Oxford University Press, Oxford (2004).

95.

Powers, D.E., Fowles, M.E.: Effects of Applying Different Time Limits to a Proposed GRE Writing Test. Journal of Educational Measurement. 33, 433–452.

96.

Murphy, S., Ruth, L.: Designing Topics for Writing Assessment: Problems of Meaning. College Composition and Communication. 35, 410–422.

97.

Sloan, C.A., McGinnis, I.: The Effect of Handwriting on Teachers’ Grading of High School Essays. Journal of the Association for the Study of Perception. 17, 15–21 (1978).

98.

Cushing Weigle, S.: Assessing Writing. Cambridge University Press, Cambridge (2002).

99.

Weir, Cyril J.: Understanding and developing language tests. Phoenix, Hemel Hempstead (1995).

100.

Isaacs, T., Trofimovich, P. eds: Second Language Pronunciation Assessment Interdisciplinary Perspectives. Channel View Publications and Multilingual Matters (2016).

101.

Brophy, J.: Teacher Praise: A Functional Analysis. Review of Educational Research. 51, 5–32 (1981). https://doi.org/10.3102/00346543051001005.

102.

Chandler, J.: The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing. 12, 267–296 (2003). https://doi.org/10.1016/S1060-3743(03)00038-9.

103.

Conrad, S.M., Goldstein, L.M.: ESL student revision after teacher-written comments: Text, contexts, and individuals. Journal of Second Language Writing. 8, 147–179 (1999). https://doi.org/10.1016/S1060-3743(99)80126-X.

104.

Cullen, R.: Supportive teacher talk: the importance of the F-move. ELT Journal. 56, 117–127 (2002). https://doi.org/10.1093/elt/56.2.117.

105.

Focus on form in classroom. Cambridge University Press, New York (1998).

106.

Focus on form in classroom. Cambridge University Press, New York (1998).

107.

Ferris, D.R.: The Influence of Teacher Commentary on Student Revision. TESOL Quarterly. 31, (1997). https://doi.org/10.2307/3588049.

108.

Ferris, D.: The case for grammar correction in L2 writing classes: A response to truscott (1996). Journal of Second Language Writing. 8, 1–11 (1999). https://doi.org/10.1016/S1060-3743(99)80110-6.

109.

Ferris, D.R.: The "Grammar Correction” Debate in L2 Writing: Where are we, and where do we go from here? (and what do we do in the meantime …?). Journal of Second Language Writing. 13, 49–62 (2004). https://doi.org/10.1016/j.jslw.2004.04.005.

110.

Good, Thomas L., 1943-: Looking in classrooms: Good: Jere E. Brophy. Pearson Allyn and Bacon, Boston, MA (2008).

111.

Hyland, F.: The impact of teacher written feedback on individual writers. Journal of Second Language Writing. 7, 255–286 (1998). https://doi.org/10.1016/S1060-3743(98)90017-0.

112.

Laosa, L.: Inequality in the classroom: observational research on teacher-student interaction. Aztlan. 8, 409–420 (1979).

113.

Leki, I.: The Preferences of ESL Students for Error Correction in College-Level Writing Classes. Foreign Language Annals. 24, 203–218 (1991). https://doi.org/10.1111/j.1944-9720.1991.tb00464.x.

114.

Lyster, R., Ranta, L.: Corrective feedback and learner uptake. Studies in Second Language Acquisition. 19, (1997). https://doi.org/10.1017/S0272263197001034.

115.

Nunan, D.: Communicative language teaching: Making it work. ELT Journal. 41, 136–145 (1987). https://doi.org/10.1093/elt/41.2.136.

116.

Nunan, D.: Language teaching methodology: a textbook for teachers. Phoenix ELT, Hemel Hempstead, Herts (1995).

117.

Rollinson, P.: Using peer feedback in the ESL writing class. ELT Journal. 59, 23–30 (2005). https://doi.org/10.1093/elt/cci003.

118.

Seedhouse, P.: Classroom interaction: possibilities and impossibilities. ELT Journal. 50, 16–24 (1996). https://doi.org/10.1093/elt/50.1.16.

119.

Sinclair, J.M., Coulthard, M.: Towards an analysis of discourse: the English used by teachers and pupils. Oxford University Press, London (1975).

120.

Focus on form in classroom. Cambridge University Press, New York (1998).

121.

Truscott, J.: The Case Against Grammar Correction in L2 Writing Classes. Language Learning. 46, 327–369 (1996). https://doi.org/10.1111/j.1467-1770.1996.tb01238.x.

122.

Zamel, V.: Responding to Student Writing. TESOL Quarterly. 19, (1985). https://doi.org/10.2307/3586773.

123.

Nunan, D., Carter, R.: The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press, Cambridge (2001).

124.

The BALEAP Accreditation Scheme Handbook (Revised Edition 2011), http://www.baleap.org.uk/media/uploads/pdfs/baleap-accreditation-scheme-handbook.pdf.

125.

British Council - Accreditation Handbook 2012 / 2013, https://www.britishcouncil.org/sites/default/files/accreditation_uk_handbook_2016-17.pdf.

126.

Dupuis, V., European Centre for Modern Languages: Facing the future: language educators across Europe. Council of Europe Publishing, Strasbourg (2003).

127.

Bachman, L.F.: Statistical analyses for language assessment. Cambridge University Press, Cambridge (2004).

128.

Brown, J.D.: The elements of language curriculum: a systematic approach to program development. Heinle & Heinle, Boston (1995).

129.

Lynch, B.K.: Language program evaluation: theory and practice. Cambridge University Press, Cambridge [England] (1996).

130.

Alderson, C.J., Clapham, C., Wall, D.: Language test construction and evaluation. Cambridge University Press, Cambridge (1995).

131.

Nunan, D.: The learner-centred curriculum: a study in second language teaching. Cambridge University Press, Cambridge (1988).

132.

Rea-Dickins, Pauline, Germaine, Kevin P.: Evaluation. Oxford University Press, Oxford (1992).

133.

White, R.V.: The ELT curriculum: design, innovation, and management. Blackwell, Oxford, UK (1988).

134.

Cheng, L., Rogers, W.T., Wang, X.: Assessment purposes and procedures in ESL/EFL classrooms. Assessment & Evaluation in Higher Education. 33, 9–32 (2008). https://doi.org/10.1080/02602930601122555.

135.

Rea-Dickins, P.: Understanding teachers as agents of assessment. Language Testing. 21, 249–258 (2004). https://doi.org/10.1191/0265532204lt283ed.

136.

Bailey, K.M.: Working for washback: a review of the washback concept in language testing. Language Testing. 13, 257–279 (1996). https://doi.org/10.1177/026553229601300303.

137.

Hughes, Arthur, Sheldon, Leslie E., British Council: Testing English for university study. Modern English Publications in association with the British Council, [Basingstoke?] (1988).

138.

Alderson, J.C., Hamp-Lyons, L.: TOEFL preparation courses: a study of washback. Language Testing. 13, 280–297 (1996). https://doi.org/10.1177/026553229601300304.

139.

Gorsuch, G.J.: EFL Educational Policies and Educational Cultures: Influences on Teachers’ Approval of Communicative Activities. TESOL Quarterly. 34, (2000). https://doi.org/10.2307/3587781.

140.

Alderson, J.C., Wall, D.: Does Washback Exist? Applied Linguistics. 14, 115–129 (1993). https://doi.org/10.1093/applin/14.2.115.

141.

Watanabe, Y.: Does grammar translation come from the entrance examination? Preliminary findings from classroom-based research. Language Testing. 13, 318–333 (1996). https://doi.org/10.1177/026553229601300306.

142.

Liying, Cheng: Washback in language testing: research contexts and methods. Lawrence Erlbaum, Mahwah, NJ (2004).

143.

Bitchener, J., Young, S., Cameron, D.: The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing. 14, 191–205 (2005). https://doi.org/10.1016/j.jslw.2005.08.001.