In Advanced L2 Reading Proficiency Assessments, Should the Question Language Be in the L1 or the L2?: Does It Make a Difference?

Author:

Cox Troy L.,Bown Jennifer,Bell Teresa R.

Publisher

Springer International Publishing

Reference23 articles.

1. ACTFL. (2012). ACTFL proficiency guidelines 2012. Alexandria, VA: American Council on the Teaching of Foreign Languages. Retrieved from https://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL.pdf

2. Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The Modern Language Journal, 75(4), 460–472. https://doi.org/10.1111/j.1540-4781.1991.tb05384.x

3. Bernhardt, E. (2005). Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133–150. https://doi.org/10.1017/s0267190505000073

4. Brantmeier, C. (2005). Effects of reader’s knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish. The Modern Language Journal, 89(1), 37–53. https://doi.org/10.1111/j.0026-7902.2005.00264.x

5. Brantmeier, C. (2006). The effect of language of assessment and L2 reading performance on advanced readers’ recall. The Reading Matrix, 6(1), 1–17. Retrieved from: https://pages.wustl.edu/files/pages/imce/brantmeierlanguageresearch/effects_of_language_of_assesment_0.pdf

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Translanguaged practice in listening assessment: L1 vs. L2 responses in recall tasks;Journal of Multilingual and Multicultural Development;2024-08-06

2. The Nature of Reading in a Second Language;Assessing Second Language Reading;2021

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