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dc.contributor.authorField, Johnen
dc.date.accessioned2018-11-30T12:07:51Z
dc.date.available2018-11-30T12:07:51Z
dc.date.issued2018-06
dc.identifier.citationField J (2018) 'The cognitive validity of tests of listening and speaking designed for young learners', in Papp S, Rixon S, Saville N, Weir CJ (ed(s).). Examining Young Learners: Research and Practice in Assessing the English of School-age Learners, edn, Cambridge: Cambridge University Press pp.128-200.en
dc.identifier.isbn9781316638200
dc.identifier.urihttp://hdl.handle.net/10547/623025
dc.description.abstractThe notion of cognitive validity becomes considerably more complicated when one extends it to  tests designed for Young Learners. It then becomes necessary to take full account of the level of cognitive development of the target population (their ability to handle certain mental operations and not others). It may also be necessary to include some consideration of their level of linguistic development in L1: in particular, the degree of proficiency they may have achieved in each of the four skills. This chapter examines the extent to which awareness of the cognitive development of young learners up to the age of 12 should and does influence the decisions made by those designing tests of second language listening and speaking. The limitations and strengths of young learners of this age range are matched against the various processing demands entailed in second language listening and speaking and are then related to characteristics of the Young Learners tests offered by the Cambridge English examinations.
dc.language.isoenen
dc.publisherCambridge University Pressen
dc.relation.urlhttps://www.cambridge.org/bm/cambridgeenglish/catalog/teacher-training-development-and-research/examining-young-learners-research-and-practice-assessing-english-school-age-learners/examining-young-learners-research-and-practice-assessing-english-school-age-learners-1?format=PBen
dc.subjectlanguage testingen
dc.subjectlisteningen
dc.subjectspeakingen
dc.titleThe cognitive validity of tests of listening and speaking designed for young learnersen
dc.title.alternativeExamining Young Learners: Research and Practice in Assessing the English of School-age Learnersen
dc.typeBook chapteren
dc.date.updated2018-11-30T12:06:06Z
dc.description.noteChapter is final version - as not required for ref, passing metadata only.
html.description.abstractThe notion of cognitive validity becomes considerably more complicated when one extends it to  tests designed for Young Learners. It then becomes necessary to take full account of the level of cognitive development of the target population (their ability to handle certain mental operations and not others). It may also be necessary to include some consideration of their level of linguistic development in L1: in particular, the degree of proficiency they may have achieved in each of the four skills. This chapter examines the extent to which awareness of the cognitive development of young learners up to the age of 12 should and does influence the decisions made by those designing tests of second language listening and speaking. The limitations and strengths of young learners of this age range are matched against the various processing demands entailed in second language listening and speaking and are then related to characteristics of the Young Learners tests offered by the Cambridge English examinations.


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