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dc.contributor.authorHamp-Lyons, Lizen_GB
dc.contributor.authorDavies, Alanen_GB
dc.date.accessioned2012-07-13T15:05:03Z
dc.date.available2012-07-13T15:05:03Z
dc.date.issued2008-02-01
dc.identifier.citationHamp-Lyons, L., and Davies, A. (2008) The Englishes of English tests: bias revisited, 'World Englishes', 27(1) pp.26-39en_GB
dc.identifier.issn0883-2919
dc.identifier.issn1467-971X
dc.identifier.doi10.1111/j.1467-971X.2008.00534.x
dc.identifier.urihttp://hdl.handle.net/10547/233700
dc.descriptionWe explore the question of whose norms should be imposed in these tests, and what the consequences for test-takers are if the norm imposed by the test is not the “normal” variety accepted in their own society.en_GB
dc.description.abstractWe explore the question of whose norms should be imposed in these tests, and what the consequences for test-takers are if the norm imposed by the test is not the “normal” variety accepted in their own society. Data used for the study are written texts by English learners from six language backgrounds, scored by raters from their own language backgrounds as well as by native American English raters. Interesting patterns emerge, but we conclude that the complexity of the variables involved, the small n-size, and the inherent unreliability of scoring productive samples prevent any definitive claims being made.
dc.publisherBlackwell Publishingen_GB
dc.relation.urlhttp://doi.wiley.com/10.1111/j.1467-971X.2008.00534.xen_GB
dc.titleThe Englishes of English tests: bias revisited
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen_GB
dc.identifier.journalWorld Englishesen_GB
html.description.abstractWe explore the question of whose norms should be imposed in these tests, and what the consequences for test-takers are if the norm imposed by the test is not the “normal” variety accepted in their own society. Data used for the study are written texts by English learners from six language backgrounds, scored by raters from their own language backgrounds as well as by native American English raters. Interesting patterns emerge, but we conclude that the complexity of the variables involved, the small n-size, and the inherent unreliability of scoring productive samples prevent any definitive claims being made.


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