Specifying Progression in Academic Speaking: A Keyword Analysis of CEFR-Based Proficiency Descriptors

References

• Adey, P. (1997). Dimensions of progression in a curriculum. The Curriculum Journal, 8(3), 367–391. doi:10.1080/0958517970080304
   Google Scholar
• Alderson, C. (1991). Bands and scores. In C. Alderson & B. North (Eds.), Language testing in the 1990s: The communicative legacy (pp. 71–94). London, UK: Macmillan Publishers.
   Google Scholar
• Archer, D., Culpeper, J., & Rayson, P. (2009). Love – ‘a familiar or a devil’? An exploration of key domains in Shakespeare’s comedies and tragedies. In D. Archer (Ed.), What’s in a word-list? Investigating word frequency and keyword extraction (pp. 137–157). Farnham, UK: Ashgate.
   Google Scholar
• Bailey, A., & Heritage, M. (2014). The role of language learning progressions in improved instruction and assessment of English language learners. TESOL Quarterly, 48(3), 480–506. doi:10.1002/tesq.176
   Web of Science ®Google Scholar
• Baker, P. (2004). Querying keywords: Questions of difference, frequency, and sense in keywords analysis. Journal of English Linguistics, 32(4), 346–359. doi:10.1177/0075424204269894
   Google Scholar
• Baker, P. (2009). ‘The question is, how cruel is it?’ Keywords, fox hunting and the House of Commons. In D. Archer (Ed.), What’s in a word-list? Investigating word frequency and keyword extraction (pp. 125–136). Farnham, UK: Ashgate.
   Google Scholar
• Berger, A. (2015). Validating analytic rating scales: A multi-method approach to scaling descriptors for assessing academic speaking. Frankfurt am Main, Germany: Peter Lang.
   Google Scholar
• Berger, A. (2018). Rating scale validation for the assessment of spoken English at tertiary level. In G. Sigott (Ed.), Language testing in Austria: Taking stock (pp. 679–702). Frankfurt am Main, Germany: Peter Lang.
   Google Scholar
• Berger, A., & Heaney, H. (2018). Developing rating instruments for the assessment of academic writing and speaking at Austrian university English departments. In G. Sigott (Ed.), Language testing in Austria: Taking stock (pp. 325–346). Frankfurt am Main, Germany: Peter Lang.
   Google Scholar
• Capel, A. (2015). The English vocabulary profile. In J. Harrison & F. Barker (Eds.), English profile in practice (pp. 9–27). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Chung, T. M., & Nation, P. (2004). Identifying technical vocabulary. System, 32(2), 251–263. doi:10.1016/j.system.2003.11.008
   Google Scholar
• Cobb, T. (2014). KeyWords extractor (Version 2) [Software]. Retrieved from https://www.lextutor.ca/key/
   Google Scholar
• Cobb, T. (2016). Text-Based concordances (Version 3) [Software]. Retrieved from https://www.lextutor.ca/conc/text/
   Google Scholar
• Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment: Companion volume with new descriptors. Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
   Google Scholar
• Deygers, B., Zeidler, B., Vilcu, D., & Carlsen, C. H. (2017). One framework to unite them all? Use of the CEFR in European university entrance policies. Language Assessment Quarterly, 15(1), 3–15. doi:10.1080/15434303.2016.1261350
   Web of Science ®Google Scholar
• Fulcher, G. (2012). Scoring performance tests. In G. Fulcher & F. Davidson (Eds.), The Routledge handbook of language testing (pp. 378–392). London, UK: Routledge.
   Google Scholar
• Fulcher, G. (2016). Standards and frameworks. In J. Banerjee & D. Tsagari (Eds.), Handbook of second language assessment (pp. 29–44). Berlin, Germany: DeGruyter Mouton.
   Google Scholar
• Fulcher, G., Davidson, F., & Kemp, J. (2011). Effective rating scale development for speaking tests: Performance decision trees. Language Testing, 28(1), 5–29. doi:10.1177/0265532209359514
   Web of Science ®Google Scholar
• Green, A. (2012). Language functions revisited: Theoretical and empirical bases for language construct definition across the ability range. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Hawkins, J., & Filipović, L. (2012). Criterial features in L2 English: Specifying the reference levels of the common European framework. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Hulstijn, J. (2007). The shaky ground beneath the CEFR: Quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91(4), 663–667. doi:10.1111/modl.2007.91.issue-4
   Web of Science ®Google Scholar
• Hulstijn, J. H., Alderson, C., & Schoonen, R. (2010). Developmental stages in second-language acquisition and levels of second-language proficiency: Are there links between them? In I. Bartning, M. Martin, & I. Vedder (Eds.), Communicative proficiency in linguistic development: Intersections between SLA and language testing research (Eurosla Monographs Series 1) (pp. 11–12). European Second Language Association. Retrieved from http://eurosla.org/monographs/EM01/11-20Hulstijjn_et_al.pdf
   Google Scholar
• Jones, N., & Saville, N. (2008). Scales and frameworks. In B. Spolsky & F. Hult (Eds.), The handbook of educational linguistics (pp. 495–509). Oxford, UK: Blackwell Publishing.
   Google Scholar
• Kaftandjieva, F., & Takala, S. (2002). Council of Europe scales of language proficiency: A validation study. In C. Alderson (Ed.), Common European framework of reference for languages: Learning, teaching, assessment: Case studies (pp. 106–129). Strasbourg, France: Council of Europe.
   Google Scholar
• Linacre, J. M. (2013). Facets computer program for many-facet Rasch measurement (Version 3.71.2.) [Software]. Retrieved from http://www.winsteps.com
   Google Scholar
• Luoma, S. (2004). Assessing speaking. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Milanovic, M. (2009). Cambridge ESOL and the CEFR. Research Notes, 37, 2–5. Retrieved from http://www.cambridgeenglish.org/images/23156-research-notes-37.pdf
   Google Scholar
• Nation, P. (2018). The BNC/COCA word family lists. Retrieved from https://www.victoria.ac.nz/__data/assets/pdf_file/0004/1689349/Information-on-the-BNC_COCA-word-family-lists-20180705.pdf
   Google Scholar
• North, B. (2000). The development of a common framework scale of language proficiency. New York, NY: Peter Lang.
   Google Scholar
• North, B. (2014). The CEFR in practice. Cambridge, UK: Cambridge University Press.
   Google Scholar
• North, B., Ortega, A., & Sheehan, S. (2010). British Council – EAQUALS core inventory for general English. London: British Council/EAQUALS. Retrieved from http://englishagenda.britishcouncil.org/sites/default/files/attachments/books-british-council-eaquals-core-inventory.pdf
   Google Scholar
• O’Keeffe, A., & Mark, G. (2017). The English grammar profile of learner competence: Methodology and key findings. International Journal of Corpus Linguistics, 22(4), 457–489. doi:10.1075/ijcl.14086.oke
   Web of Science ®Google Scholar
• O’Sullivan, B. (2014). Assessing speaking. In A. Kunnan (Ed.), The companion to language assessment (pp. 156–171). Chichester, UK: Wiley Blackwell.
   Google Scholar
• Saville, N. (2012). The CEFR: An evolving framework of reference. In E. Tschirner (Ed.), Aligning frameworks of reference in language testing: The ACTFL proficiency guidelines and the common European framework of reference for languages (pp. 57–69). Tübingen, Germany: Stauffenburg Verlag.
   Google Scholar
• Scott, M. (2009). In search of a bad reference corpus. In D. Archer (Ed.), What’s in a word-list? Investigating word frequency and keyword extraction (pp. 79–91). Farnham, UK: Ashgate.
   Google Scholar
• Scott, M., & Tribble, C. (2006). Textual patterns: Key words and corpus analysis in language education. Amsterdam, Netherlands: John Benjamins.
   Google Scholar