Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach

Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach

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In second language (L2) testing literature, from the skills-and-elements approach to the more recent models of communicative language ability, the conceptualization of L2 proficiency has evolved and broadened over the past few decades (Purpura, 2016). Consequently, the notion of L2 speaking ability...

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Bibliographic Details
Main Author: Yuna Seong
Format: Article
Language:English
Published: Columbia University Libraries 2017-12-01
Series:Studies in Applied Linguistics & TESOL
Online Access:https://journals.library.columbia.edu/index.php/SALT/article/view/1225
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spelling doaj-49ba2db8a8f8454a8c6fb625d06b63622020-11-25T01:44:35ZengColumbia University LibrariesStudies in Applied Linguistics & TESOL2689-193X2017-12-0117210.7916/salt.v17i2.1225Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment ApproachYuna Seong In second language (L2) testing literature, from the skills-and-elements approach to the more recent models of communicative language ability, the conceptualization of L2 proficiency has evolved and broadened over the past few decades (Purpura, 2016). Consequently, the notion of L2 speaking ability has also gone through change, which has influenced L2 testers to constantly reevaluate what needs to be assessed and how L2 speaking assessment can adopt different designs and techniques accordingly. https://journals.library.columbia.edu/index.php/SALT/article/view/1225
collection DOAJ
language English
format Article
sources DOAJ
author Yuna Seong
spellingShingle Yuna Seong
Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
Studies in Applied Linguistics & TESOL
author_facet Yuna Seong
author_sort Yuna Seong
title Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
title_short Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
title_full Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
title_fullStr Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
title_full_unstemmed Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
title_sort assessing l2 academic speaking ability: the need for a scenario-based assessment approach
publisher Columbia University Libraries
series Studies in Applied Linguistics & TESOL
issn 2689-193X
publishDate 2017-12-01
description In second language (L2) testing literature, from the skills-and-elements approach to the more recent models of communicative language ability, the conceptualization of L2 proficiency has evolved and broadened over the past few decades (Purpura, 2016). Consequently, the notion of L2 speaking ability has also gone through change, which has influenced L2 testers to constantly reevaluate what needs to be assessed and how L2 speaking assessment can adopt different designs and techniques accordingly.
url https://journals.library.columbia.edu/index.php/SALT/article/view/1225
work_keys_str_mv AT yunaseong assessingl2academicspeakingabilitytheneedforascenariobasedassessmentapproach
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