Contextualizing Performances: Comparing Performances during TOEFL iBT™ and Real-Life Academic Speaking Activities

Autor/inn/en	Brooks, Lindsay; Swain, Merrill
Titel	Contextualizing Performances: Comparing Performances during TOEFL iBT™ and Real-Life Academic Speaking Activities
Quelle	In: Language Assessment Quarterly, 11 (2014) 4, S.353-373 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2014.947532
Schlagwörter	Comparative Analysis; English (Second Language); Second Language Learning; Language Tests; Test Validity; Oral Language; Graduate Students; Foreign Students; Semi Structured Interviews; Computer Assisted Testing; Grammar; Discourse Analysis; Questionnaires; Academic Discourse; Vocabulary; Accuracy; Foreign Countries; Canada; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Testvalidität; Oral interpretation; Mündlicher Sprachgebrauch; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Grammatik; Diskursanalyse; Fragebogen; Discourse; Diskurs; Wortschatz; Ausland; Kanada
Abstract	In this study we compare test takers' performance on the Speaking section of the TOEFL iBT™and their performances during their real-life academic studies. Thirty international graduate students from mixed language backgrounds in two different disciplines (Sciences and Social Sciences) responded to two independent and four integrated speaking tasks of the TOEFL iBT and participated in semistructured interviews. For the real-life academic contexts, we recorded the performances of our participants in one in-class and one out-of-class speaking activity. On the basis of an analysis of the participants' speaking (examining grammatical, discourse, and lexical features), we demonstrate that there are some overlapping and some distinct differences in their performances across contexts. Our findings both support and raise questions about the extrapolation inference claim of the validity argument of the Speaking section of the TOEFL iBT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10