Oxford Introductions to Language Study Language Testing
partially, he adopts the same linguistic posture as when using his
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partially, he adopts the same linguistic posture as when using his native language. He thinks of the over-all meaning and proceeds to encode it in the linguistic forms of the foreign language. He may concentrate consciously in addition on one or another matter of grammar or pronunciation or vocabulary, but the bulk of the encoding goes to his habit system and here it is channeled through the system of habits of his native language. This in READ I N G S 89 psychology is known as transfer. He transfers the habit systems of his native language to the foreign tongue . . . . When this transfer occurs, some of the units and patterns trans ferred will function satisfactorily in the foreign language and will not constitute a learning problem. Other units and patterns will not function satisfactorily in the foreign language. Against these the student will have to learn the new units and patterns. These constitute the real learning problems. These learning problems turn out to be matters of form, mean ing, distribution, or a combination of these. They can be pre dicted and described in most cases by a systematic linguistic comparison of the two language structures . . . . The theory assumes that testing control of the problems is test ing control of the language. Problems are those units and patterns which do not have a counterpart in the native language or that have counterparts with structurally different distribution or meanmg. [> In what terms does Lado describe knowledge of language? Give some examples of the kinds of knowledge he means. [> In situations where the test population is drawn from learners of diverse linguistic background, what problems would arise in practice if you based the design of language tests on con trasts between the language being tested and the language of the test takers? How might one get around this difficulty? Text 3 B E R N A R D s P o L s KY : 'Introduction: Linguists and language testers' in B. Spolsky (ed.): Approaches to Language Testing. [Advances in Language Testing Series: 2] Center for Applied Linguistics r978, pages v-vi Spolsky distinguishes three historical periods of modern lang uage testing up to the time of his writing: the pre-scientific, the psychometric-structuralist, and the integrative-socioling uistic. He discusses the first two of these in this extract. The pre-scientific period (or trend, for it still holds sway in many tải về 2.79 Mb. Chia sẻ với bạn bè của bạn:
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