The Effect of Communicative Language Testing on Iranian EFL learning

سال انتشار: 1398
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 505

فایل این مقاله در 9 صفحه با فرمت PDF قابل دریافت می باشد

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این مقاله:

شناسه ملی سند علمی:

CFTP06_197

تاریخ نمایه سازی: 24 خرداد 1399

چکیده مقاله:

Communicative language testing (CLT) was a logical extension of the communicative approach (CA) to pedagogy. The CA emphasized an elaborated view of language proficiency that accounted for diverse contextual aspects of actual language use (Littlewood, 2011). Since its introduction within the 1970s, the CA has become widely thought to be a significant paradigm for much modern pedagogy while it s spawned several related instructional trends (Richards, 2005). It emphasized the learner‟s ability to appropriately accomplish genuine communicative goals in authentic settings and it stressed the roles played by social and pragmatic factors. The sensible, functional emphasis of CLT was explained by K. Morrow as follows: A communicative test aims to go looking out what a learner can „do‟ with the language rather than establish what quantity of the grammatical/lexical/phonological stuff of the language he/she knows (Morrow, 2012, p. 140). CLT motivated test developers to strengthen test validity by incorporating relevant phenomena from fields like sociolinguistics, pragmatics, communication studies, intercultural studies, and anthropology (Wesche, 1983). While the CA was best known for its pervasive impact on instruction, it subsequently inspired new assessment methods that emphasized real-life tasks, authenticity, and performance (Fulcher, 2000).In its early stages, CLT mainly involved an expanded view of what aspects of language should be tested (that is, test content) using relatively conventional test formats (Weir, 1990). rather than making traditional linguistic analyses the premise of latest courses, communicative syllabi were organized around more practical concepts like functions (for example, agreeing and persuading) and notions (for example, time and money) (Munby, 1981). thanks to this practical orientation, CLT stressed a spotlight on measuring effective uses of the four language skills rather than on viewing the talents as simply convenient means of measuring a hypothetical general language ability which couldn t be directly observed (Morrow, 2012). Gradually CLT led to innovations in many sorts of test demands and conditions along with increasingly detailed criteria for evaluating productive uses of English.