1st Edition

The Routledge Handbook of Second Language Acquisition and Language Testing

Edited By Paula Winke, Tineke Brunfaut Copyright 2021
    542 Pages 40 B/W Illustrations
    by Routledge

    542 Pages 40 B/W Illustrations
    by Routledge

    This Handbook, with 45 chapters written by the world’s leading scholars in second language acquisition (SLA) and language testing, dives into the important interface between SLA and language testing: shared ground where researchers seek to measure second language performance to better understand how people learn their second languages. The Handbook also reviews how to best measure and evaluate the second language (L2) learners’ personal characteristics, backgrounds, and learning contexts to better understand their L2 learning trajectories. Taking a transdisciplinary approach to research, the book builds upon recent theorizing and measurement principles from the fields of applied linguistics, cognitive science, psychology, psycholinguistics, psychometrics, educational measurement, and social psychology. The Handbook is divided into six key sections: (1) Assessment concepts for SLA researchers, (2) Building instruments for SLA research, (3) Measuring individual differences, (4) Measuring language development, (5) Testing specific populations, and (6) Measurement principles for SLA researchers.



    1. Perspectives on 'Knowing' a Second Language: What Are We Seeking to Measure?

    Paula Winke & Tineke Brunfaut

    PART I: Assessment Concepts for SLA Researchers

    2. Validity in Language Assessment

    Carol A. Chapelle

    3. Validating Assessments for Research Purposes

    Andrea Révész & Tineke Brunfaut

    4. Language Proficiency Frameworks and Scales

    Claudia Harsch & Margaret E. Malone

    5. Corpora for Second Language Assessments

    Dana Gablasova

    6. SLA Researcher Assessment Literacy

    Luke Harding & Benjamin Kremmel

    PART II: Building Instruments for SLA research

    7. Test Design Cycle

    Anthony Greena & Glenn Fulcher

    8. Choosing Test Formats and Task Types

    Jayanti Banerjee, Santi B. Lestari & Olena Rossi

    9. Designing Multiple-Choice Test Items

    Glyn Jones

    10. Likert-Type Scale Construction

    Aek Phakiti

    11. Pilot Testing: Why and How We Trial

    Rita Green

    12. Scoring Approaches: Scales/Rubrics

    Folkert Kuiken & Ineke Vedder

    13. Raters: Behavior and Training

    John Pill & Cameron Smart

    PART III: Measuring Individual Differences

    14. Measuring Aptitude

    Karen Roehr-Brackin

    15. Measuring Motivation

    Janina Iwaniec & Karen J. Dunn

    16. Measuring Working Memory

    Zhisheng (Edward) Wen, Alan Juffs & Paula Winke

    17. Measuring Anxiety

    Liying Cheng & Ying Zheng

    18. Measuring Willingness to Communicate

    Peter D. MacIntyre & Samantha Ayers-Glassey

    PART IV: Measuring language development

    19. Measuring Complexity, Accuracy, and Fluency (CAF)

    Gabriele Pallotti

    20. Measuring Vocabulary Development

    Benjamin Kremmel & Ana Pellicer-Sanchez

    21. Measuring Lexicogrammar

    Magali Paquot, Stefan Th. Grie & Monique Yoder

    22. Measuring Grammar

    Patti Spinner

    23. Measuring Phonology

    Dustin Crowther

    24. Measuring L2 Pragmatics

    Veronika Timpe-Laughlin & Soo Jung Youn

    25. Measuring L2 Reading

    Eun Hee Jeon & Junko Yamashita

    26. Measuring L2 Listening

    Aaron Olaf Batty

    27. Measuring L2 Speaking

    Fumiyo Nakatsuhara, Chihiro Inoue & Nahal Khabbazbashi

    28. Measuring L2 Writing

    Hyung-Jo Yoon & J. Dylan Burton

    29. Measuring Implicit and Explicit Learning and Knowledge

    Daniel R. Isbell & John Rogers

    30. Measuring Task-Based Performance

    Kris Van den Branden

    31. Measuring Literary Competences in SLA

    Amos Paran, Carol Spöettl, Ulla Ratheiser & Kathrin Eberharter

    32. Measuring Interactional Competence

    Evelina D. Galaczi & Lynda B. Taylor

    33. Measuring Across Languages and in Multiple Languages

    Riikka Alanen & Ari Huhta

    34. Measuring Intercultural Competence

    Gila A. Schauer

    35. Assessing and Evaluating Language Learning Beyond the Classroom

    Hayo Reinders & Kathleen Bailey

    36. Measuring Language Development Through Self-Assessment

    Troy L. Cox & Dan P. Dewey

    PART V: Testing Specific Populations

    37. Testing Bi/Multilingual Learners

    Amanda Brown & Tej K. Bhatia

    38. Testing the L2 of Young Learners

    Ching-Ni Hsieh & Mark Chapman

    39. Testing the L2 of Learners with Specific Learning Differences

    Judit Kormos & Lynda B. Taylor

    40. Testing Heritage Language Learners

    Young-A Son

    41. Testing Sign Language Learners

    Tobias Haug, Eveline Boers-Visker & Beppie van den Bogaerde

    PART VI: Measurement Principles for SLA Researchers

    42. Statistical Modeling of SLA Theories: Connecting Test Performance to Construct

    Yo In’nami & Akira Murakami

    43. Using Equivalent Test Forms in SLA Pretest-Posttest Design Research

    Yuichi Suzuki & Rie Koizumi

    44. Reliability Analyses: Estimating Error

    Todd H. McKay & Luke Plonsky

    45. Measurement Generalizability: Considerations on Reliability and Validity

    Rob Schoonen









    Paula Winke is a Professor of Second Language Studies and TESOL at Michigan State University, USA, where she specializes in the assessment of language proficiency for practical uses and the measurement of individual differences for SLA research.

    Tineke Brunfaut is a Professor of Linguistics and English Language at Lancaster University, UK, where she specializes in language testing and second language reading and listening.



     "The Handbook of SLA and Language Testing is a wonderful volume that shows how SLA and language testing combined into one transdisciplinary research space has incredible power to move L2 learning theory into solid, new, and exciting grounds. Paula Winke and Tineke Brunfaut's stewardship over the chapters in this volume has given rise to a Handbook that will be read, consulted, and cited for years to come."

    --Jamie Schissel, University of North Carolina, USA.