Autor/Autorin: Sadeghi Karim
Karim Sadeghi has a PhD in TESOL from the University of East Anglia, UK and works at Urmia University. His recent work has concentrated on alternative assessment and critical evalution of research output in academic contexts as well as researching different aspects of ELT. Deniz Abdollahzadeh has an MA in TEFL and is interested in language testing.
Testing and measurement have existed since the start of human life. The formal appearance of measurement as an educational science is however a recent phenomenon. Testing in language sciences in general and in EFL in particular is much younger and less than a century old. Different methods and techniques have been proposed, researched and employed for testing different components of language; and there is still no unanimity on the best testing formats to be used for measuring one's competence in language skills and sub-kills. As the most important building block of language, vocabulary has been the centre of much concern by testers and researchers. One area of concern has been to address the optimal amount of language-related context in vocabulary test items. The findings of previous research in this area are at best contradictory. This research-based book addresses the role of context in L2 vocabulary tests and is addressed to researchers, practitioners and students in the field of language testing.
Testing and measurement have existed since the start of human life. The formal appearance of measurement as an educational science is however a recent phenomenon. Testing in language sciences in general and in EFL in particular is much younger and less than a century old. Different methods and techniques have been proposed, researched and employed for testing different components of language; and there is still no unanimity on the best testing formats to be used for measuring one's competence in language skills and sub-kills. As the most important building block of language, vocabulary has been the centre of much concern by testers and researchers. One area of concern has been to address the optimal amount of language-related context in vocabulary test items. The findings of previous research in this area are at best contradictory. This research-based book addresses the role of context in L2 vocabulary tests and is addressed to researchers, practitioners and students in the field of language testing.
Über den Autor
Karim Sadeghi, profesor adjunto de TESOL en la Universidad de Urmia, tiene un doctorado en Pruebas de Lenguaje por la Universidad de East Anglia, Reino Unido. Su investigación se centra en la evaluación alternativa en ELT. Farid Khan Ahmadi tiene un máster en TEFL e imparte cursos de inglés general en centros de idiomas y universidades.
Klappentext
Testing and measurement have existed since the start of human life. The formal appearance of measurement as an educational science is however a recent phenomenon. Testing in language sciences in general and in EFL in particular is much younger and less than a century old. Different methods and techniques have been proposed, researched and employed for testing different components of language; and there is still no unanimity on the best testing formats to be used for measuring one's competence in language skills and sub-kills. As the most important building block of language, vocabulary has been the centre of much concern by testers and researchers. One area of concern has been to address the optimal amount of language-related context in vocabulary test items. The findings of previous research in this area are at best contradictory. This research-based book addresses the role of context in L2 vocabulary tests and is addressed to researchers, practitioners and students in the field of language testing.
