A Study of the Ambiguous Aspects of Language Testing

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This present study deals with the language testing of Japanese junior high school students with an emphasis on the ambiguous aspects within the testing framework. This study collected teacher-designed English achievement tests from fifteen Jpanese teachers of English at ten junior high schools in Kagoshima prefecture. They were closely analyzed by the authors. The analysis discovered two major problems in the tests. First, due to an ambiguous evalutaion criteria, there was little consensus and mutual understanding among English teachers as to what to test in terms of evaluation. Inother words, individual teachers had different views as to what kind of tasks should be utilized in order to mearsure the students' English proficiency with respect to each evaluation criteria. Some of the typical questions were written in the medium of 'word order questions', 'aural dialogue questions' and 'written dialogue questions' etc. Second, the study also determined that the Japanese teachers of English lacked a fundamental knowledge of language testing. These two factors were the bajor problems in language testing found in this study. A number of pedagogical implications and limitations are also discussed later in this study.

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  • VERBA

    VERBA 40 18-27, 2017-03-16

    鹿児島大学言語文化研究会

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