Reconsideration of the Development of Rating Criteria in Operational Language Testing Contexts
Consideration of Operational Language Testing Contexts
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This paper attempts to explain why the rating criteria for English language oral proficiency tests should be reconsidered and how the perceptions of rating criteria could be applied to language assessment. It introduces the needs of World Englishes (WEs) and their perspectives on the issue of English language testing in Korea, and shows different perceptions of rating criteria for the assessment of English language oral proficiency among three different groups of English teachers: native English teachers in Canada, non-native English teachers in the Philippines, and non-native English teachers in China. This study shows the complex relationships among English teachers’ language backgrounds, perceptions of rating criteria, task types, and their actual rating behaviors. It then focuses on the implications for language assessment of non-native speakers’ English language oral proficiency.
Abstract
This paper attempts to explain why the rating criteria for English language oral proficiency tests should be reconsidered and how the perceptions of rating criteria could be applied to language assessment. It introduces the needs of World Englishes (WEs) and their perspectives on the issue of English language testing in Korea, and shows different perceptions of rating criteria for the assessment of English language oral proficiency among three different groups of English teachers: native English teachers in Canada, non-native English teachers in the Philippines, and non-native English teachers in China. This study shows the complex relationships among English teachers’ language backgrounds, perceptions of rating criteria, task types, and their actual rating behaviors. It then focuses on the implications for language assessment of non-native speakers’ English language oral proficiency.
참고문헌 (22)
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