Sentence examples for communicative language testing from inspiring English sources

To judge whether and the extent to which teacher-made tests have become communicative, we used Brown's (2005) framework of communicative language testing.

Summarization has a natural appeal for communicative language testing because of its approximation to target language use (Cohen 1994).

In brief, it was found that teacher-made tests do not satisfy the requirements of communicative language testing, as listed in Brown (2005) and Fulcher (2000).

The 1950s and 1960s witnessed studies on validation of discrete-point language tests while the research shifted attention to communicative language tests during the 1970s (Clark 1975).

The study used the framework to conduct a systematic procedure to analyze test content the linguistic characteristics, test format characteristics, and the communicative language abilities that were tested in the test items, tasks, and prompts.

Models of communicative competence in a second language invoked in defining the construct of widely used tests of communicative language ability have drawn largely on the work of language specialists.

Furthermore, the use of short-answer items on the GEPT-A clearly reflects more authentic academic tasks (Bachman & Palmer, 1996); such items seem likely to engage communicative language ability more thoroughly and could also do a better job of testing actual reading as opposed to testing mere recognition of the correct answers in the options.

According to Bachman (1990) four main factors influence language test performance: test method facet; personal attributes; random factors; and communicative language ability.