"Language Assessment Quarterly: An International Journal (LAQ)" is an academic journal dedicated to the field of language assessment. It not only focuses on language proficiency assessment in educational settings but also covers broader applications such as career development, immigration procedures, and citizenship certification. LAQ publishes high-quality original research articles, providing a platform for academic research and practice in language assessment.The journal encourages interdisciplinary research to facilitate dialogue and knowledge integration between different fields. These interdisciplinary studies may include linguistics, education, psychology, sociology, and other areas, aiming to explore the complexity of language assessment from multiple perspectives. In addition, LAQ pays special attention to the development and implementation of language testing tools, as well as ethical and standard issues in the testing process.The goal of LAQ is to serve as a bridge of communication between the international academic community and professional practitioners, ensuring the quality and reliability of published content through peer review. The international perspective and readership of the journal mean that the articles it publishes can have a profound impact on language assessment practices worldwide. It also provides valuable resources and insights for educators and researchers from different cultural and linguistic backgrounds.
《语言评估》是一份专注于语言评估领域的学术期刊,它不仅关注教育环境中的语言能力评估,也涵盖了职业发展、移民程序和公民身份认证等更广泛的应用场景。LAQ通过发表高质量的原创研究文章,为语言评估的学术研究和实践提供了一个交流的平台。期刊鼓励跨学科的研究,以促进不同领域之间的对话和知识融合。这些跨学科研究可能包括语言学、教育学、心理学、社会学等领域,旨在从多角度探讨语言评估的复杂性。此外,LAQ还特别关注语言测试工具的开发和实施,以及测试过程中的伦理和标准问题。LAQ的目标是成为国际学术界和专业实践者之间沟通的桥梁,通过同行评审确保发表内容的质量和可靠性。期刊的国际视野和读者群体意味着它所发表的文章能够对全球范围内的语言评估实践产生深远的影响,同时也为不同文化和语言背景下的教育工作者和研究人员提供宝贵的资源和启示。
An Innovative Approach to Assessing Depth of Knowledge of Academic Words
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1612899
The New Computer Adaptive Test of Size and Strength (CATSS): Development and Validation
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1649409
Incorporating Translanguaging in Language Assessment: The Case of a Test for University Professors
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1671392
How Can Multilingualism be Supported through Language Education in Europe?
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1676246
Can subject matter experts rate the English language skills of customer services representatives (CSRs) at work in Indian contact centre?
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1604711
Including L2-English Varieties in Listening Tests for Adolescent ESL Learners: L1 Effects and Learner Perceptions
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1601198
Investigating the Benefits of Scaffolding in Assessments of Young English Learners: A Case for Scaffolded Retell Tasks
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1619180
An Equal Challenge? Comparing TOEFL iBT™ Speaking Tasks with Academic Speaking Tasks
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1628240
“Be a Machine”: International Graduate Students’ Narratives around High-Stakes English Tests
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1628238
Using a Listening Vocabulary Levels Test to Explore the Effect of Vocabulary Knowledge on GEPT Listening Comprehension Performance
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1648474
Text Integration and Speaking Proficiency: Linguistic, Individual Differences, and Strategy Use Considerations
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1628239
Pupils’ Perceptions on Accommodations in Multilingual Assessment of Science
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1666847
The Construct of Multilingualism in Language Testing
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1680679
Three Multilingual Dynamics of Indigenous Language Use that Challenge Standardized Linguistic Assessment
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1674313
“Are You Into Beer Pong?” Exploring Question-Answer Sequences in an L2 Oral Performance Assessment
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1609964
Interactional Competence with and without Extended Planning Time in a Group Oral Assessment
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1602627
Exploring the Use of a Dual Language Assessment Task to Assess Young English Learners
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1674314
Variations in Rating Scale Functioning in Assessing Speech Act Production in L2 Chinese
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1648473
Multilingual Testing Constructs: Theoretical Foundations
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1671391
Cognate Frequency Predicts Accuracy in Tests of Lexical Knowledge
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1635134
Classroom-based Assessments in Linguistically Diverse Communities: A Case for Collaborative Research Methodologies
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1678041
Investigating the Construct of Topical Knowledge in Second Language Assessment: A Scenario-Based Assessment Approach
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1628237
Validating an L2 Academic Group Oral Assessment: Insights From a Spoken Learner Corpus
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1572149
Distinguishing Features of Young English Language Learners’ Oral Performance
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1605518
Retrofitting Non-diagnostic Reading Comprehension Assessment: Application of the G-DINA Model to a High Stakes Reading Comprehension Test
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2019.1654479
A Qualitative Inquiry Into the Impact of the Hong Kong LPATE Over the Past Decade and a Half: Changes, Challenges, and Implications
来源期刊:Language Assessment QuarterlyDOI:10.1080/15434303.2018.1515950