Multicompetence and Second Language Assessment

Autor/in	Brown, Amanda
Titel	Multicompetence and Second Language Assessment
Quelle	In: Language Assessment Quarterly, 10 (2013) 2, S.219-235 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2013.769551
Schlagwörter	Stellungnahme; Monolingualism; Bilingualism; Multilingualism; Difficulty Level; Psycholinguistics; Second Language Learning; English (Second Language); Applied Linguistics; Language Tests; Japanese; Native Speakers; Sino Tibetan Languages; Turkish; Mandarin Chinese; Korean; Language Variation; Indo European Languages; Semitic Languages; Italian; French; German; Polish; Greek; Language Role; Official Languages + Suchen Sie Ihr Suchwort? Bilingualismus; Mehrsprachigkeit; Multilingualismus; Schwierigkeitsgrad; Psycholinguistik; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistics; Linguistik; Angewandte Linguistik; Language test; Sprachtest; Japaner; Japanisch; Muttersprachler; Türkisch; Koreanisch; Sprachenvielfalt; Indoeuropäisch; Arabisch; Hebräisch; Italienisch; Französisch; Deutscher; Polnisch; Grieche; Griechisch; Office language; Amtssprache
Abstract	This article discusses the implications of "multicompetence" (Cook, 1991), defined as an individual's knowledge of more than one language, for language assessment. The growing psycholinguistic evidence highlighting variability in native speaker performance as a result of multicompetence is reviewed, evidence that further questions the validity of the much beleaguered notion of the "native speaker benchmark" when such benchmarks are based on monolingual native speakers. The possibility of multicompetent benchmarks is considered, and preliminary descriptions of a variety of potential linguistic profiles are provided, delineated by linguistic subsystem and language combination, along with suggestions for further work in this area. Recognizing that research on multicompetence is still in its infancy, and that adoption of partial descriptions of multicompetent grammars for the purposes of language testing poses a number of logistical challenges, the article concludes with some general suggestions for standardized assessments, and assessments in foreign and second language contexts. These recommendations relate to several themes in Applied Linguistics, including proposals currently under consideration for the assessment of English as a Lingua Franca and World Englishes. (Contains 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10