Abstract: People usually have a telephone voice, which means
they adjust their speech to fit particular situations and to blend in with
other interlocutors. The question is: Do we speak differently to
different people? This possibility has been suggested by social
psychologists within Accommodation Theory [1]. Converging toward
the speech of another person can be regarded as a polite speech
strategy while choosing a language not used by the other interlocutor
can be considered as the clearest example of speech divergence [2].
The present study sets out to investigate such processes in the course
of everyday telephone conversations. Using Joos-s [3] model of
formality in spoken English, the researchers try to explore
convergence to or divergence from the addressee. The results
propound the actuality that lexical choice, and subsequently, patterns
of style vary intriguingly in concordance with the person being
addressed.
Abstract: Validity is an overriding consideration in language testing. If a test score is intended for a particular purpose, this must be supported through empirical evidence. This article addresses the validity of a multiple-choice achievement test (MCT). The test is administered at the end of each semester to decide about students' mastery of a course in general English. To provide empirical evidence pertaining to the validity of this test, two criterion measures were used. In so doing, a Cloze test and a C-test which are reported to gauge general English proficiency were utilized. The results of analyses show that there is a statistically significant correlation among participants' scores on the MCT, Cloze, and Ctest. Drawing on the findings of the study, it can be cautiously deduced that these tests measure the same underlying trait. However, allowing for the limitations of using criterion measures to validate tests, we cannot make any absolute claim as to the validity of this MCT test.
Abstract: This article investigated the validity of C-test and Cloze test which purport to measure general English proficiency. To provide empirical evidence pertaining to the validity of the interpretations based on the results of these integrative language tests, their criterion-related validity was investigated. In doing so, the test of English as a foreign language (TOEFL) which is an established, standardized, and internationally administered test of general English proficiency was used as the criterion measure. Some 90 Iranian English majors participated in this study. They were seniors studying English at a university in Tehran, Iran. The results of analyses showed that there is a statistically significant correlation among participants- scores on Cloze test, C-test, and the TOEFL. Building on the findings of the study and considering criterion-related validity as the evidential basis of the validity argument, it was cautiously deducted that these tests measure the same underlying trait. However, considering the limitations of using criterion measures to validate tests, no absolute claims can be made as to the construct validity of these integrative tests.
Abstract: This case study investigates the effects of reactive
focus on form through negotiation on the linguistic development of
an adult EFL learner in an exclusive private EFL classroom. The
findings revealed that in this classroom negotiated feedback occurred
significantly more often than non-negotiated feedback. However, it
was also found that in the long run the learner was significantly more
successful in correcting his own errors when he had received nonnegotiated
feedback than negotiated feedback. This study, therefore,
argues that although negotiated feedback seems to be effective for
some learners in the short run, it is non-negotiated feedback which
seems to be more effective in the long run. This long lasting effect
might be attributed to the impact of schooling system which is itself
indicative of the dominant culture, or to the absence of other
interlocutors in the course of interaction.