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Integrated assessment research: Writing-into-reading

Published online by Cambridge University Press:  07 June 2018

Lia Plakans ,
Jui-Teng Liao  and
Fang Wang
Lia Plakans
Affiliation:
Department of Teaching and LearningCollege of Education University of Iowa, USAlia-plakans@uiowa.edu
Jui-Teng Liao
Affiliation:
Department of Teaching and LearningCollege of Education University of Iowa, USAlia-plakans@uiowa.edu
Fang Wang
Affiliation:
Department of Teaching and LearningCollege of Education University of Iowa, USAlia-plakans@uiowa.edu
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Extract

The view that language should be divided into four skills – reading, writing, listening, speaking – has dominated second language (L2) teaching and learning for some time; perspectives have emerged that conceptualize language as holistic or skills as integrated. This construct of language is evident in language assessments, with an increase in ‘integrated skills’ tasks appearing in tests of writing or speaking. Integrated skills assessments have been defined in several ways (Knoch & Sitajalabhorn 2013) such as reading-into-writing performance with the reading content included in the writing or as tasks that use input, textual or visual, as stimulus for writing under the integrated umbrella (Plakans 2013). Even with these multiple interpretations questions arise: ‘Is that all?’ ‘Is there more to integration?’

Type
Research in the news
Information
Language Teaching , Volume 51 , Issue 3 , July 2018 , pp. 430 - 434
Copyright
Copyright © Cambridge University Press 2018 

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