Larry Selinker

Principles for language tests within the 'discourse domains' theory of interlanguage: research, test construction and interpretation

This article considers an alternative framework for handling the language testing enterprise and proposes some tentative theoretical hypotheses concerning principles of language testing. It is the writers view that taking account of the perspective of interlanguage domain engagement and contextualization in testing research, production and interpretation allows for a richer conceptualization of the language testing process.

ANALYZING ORAL PROFICIENCY TEST PERFORMANCE IN GENERAL AND SPECIFIC PURPOSE CONTEXTS

Abstract To investigate whether a field-specific oral proficiency test, constructed by manipulating test method facets, would be a better predictor of field-specific performance than a general purpose oral proficiency test, 31 Chinese chemistry graduate students were given three English tests: the field specific test, the general purpose test and a chemistry teaching performance test. Results suggested that when raters of the performance test were asked to recommend specifically whether or not a subject should be allowed to actually teach chemistry in a lab or classroom, the field-specific test was a better predictor than the general purpose test. The paper contains a theoretical discussion of field-specific language testing and guidelines for the construction of oral proficiency tests in specific purpose contexts.

Research Methodology in Contextually-Based Second Language Research.

We suggest a combined research methodology for studying SLA in real-life and important contexts, a methodology sensitive to the demands of such contexts. For studying IL learning in context, our suggested methodology combines and integrates aspects from three fields: grounded ethnography in ethnomethodol ogy ; subject-specialist informant procedures in language for specific purposes; and rhetorical/grammatical strategies in discourse analysis. We first present evidence for the importance of devising a research approach to contexually based SLA. Then we sketch the suggested research methodology and present two extended case studies which illustrate the methodology. We view such research as complimentary to universal approaches to core IL grammar. Finally, we sketch our theoretical approach, showing a possible link between research in universal and contextually-based SLA.

Updating the interlanguage hypothesis

The first public presentation of the ideas leading up to the Interlanguage (IL) Hypothesis occurred a decade ago at the Second International Congress of Applied Linguistics (Selinker 1969; presented in greater detail in Selinker 1972). At that time, it was stated that, in attempting to understand the phenomenon of second-language learning, the field was at a stage where there existed an “inability to unambiguously identify the phenomena we wish to study” (Selinker 1969:35). That first presentation of the IL notion focused on the “psychologically relevant data of second-language learning,” trying to describe what it was that should be studied; the paper attempted to provide some theoretical constructs which would help identify and explain that data.

LSP and Interlanguage: Some Empirical Studies.

Abstract It is argued that LSP and interlanguage studies in SLA need each other. A series of questions which should be open to empirical investigation are then presented. Some possible interrelations of LSP and IL are discussed. Finally, some of the questions are explored in terms of the empirical studies which appear in this issue of the Journal.