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Language Assessment Quarterly

Language Assessment Quarterly

LANG ASSESS Q
影响因子：2.8
是否综述期刊：否
是否预警：不在预警名单内
是否OA：否
出版国家/地区：
出版社：Taylor & Francis
发刊时间：0
发刊频率：
收录数据库：Scopus收录
ISSN：1543-4303
年发文量 17
国人发稿量 3.4
国人发文占比 0.2%
自引率 -
平均录取率-
平均审稿周期 -
版面费 -
偏重研究方向 Multiple-
期刊官网 https://www.tandfonline.com/toc/hlaq20/current
投稿链接

期刊高被引文献

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

质量指标占比

研究类文章占比 OA被引用占比 撤稿占比 出版后修正文章占比
94.12%18.87%-3.33%

相关指数

影响因子
影响因子
年发文量
自引率
Cite Score

预警情况

查看说明
时间 预警情况
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
*来源：中科院《 国际期刊预警名单》

JCR分区

WOS分区等级：N/A区
版本 按学科 分区
WOS期刊SCI分区
WOS期刊SCI分区
WOS期刊SCI分区是指SCI官方（Web of Science）为每个学科内的期刊按照IF数值排 序，将期刊按照四等分的方法划分的Q1-Q4等级，Q1代表质量最高，即常说的1区期刊。
（2024-2025年最新版）
LANGUAGE & LINGUISTICS
N/A

中科院分区

查看说明
版本 大类学科 小类学科 Top期刊 综述期刊
2025年3月最新升级版
文学3区
LANGUAGE & LINGUISTICS 语言与语言学
4区
LINGUISTICS 语言学
4区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
否
否
2023年12月升级版
文学2区
LANGUAGE & LINGUISTICS 语言与语言学
2区
LINGUISTICS 语言学
3区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
否
否
2022年12月旧的升级版
人文科学4区
LINGUISTICS 语言学
4区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
否
否