My main research interests are language testing, and reading and listening in a foreign language (in particular in an academic context). I am currently working on research using eye tracking to look into reading task completion processes and research on diagnosing second and foreign language proficiency. Recently completed work includes a project on standard setting and research on the relationships between text characteristics of task input, knowledge of response options, L2 proficiency, working memory capacity and task difficulty in L2 listening assessment (see Brunfaut and Revesz, 2015; Revesz and Brunfaut, 2013). Past research dealt with the impact of linguistic, metacognitive and affective factors on students' academic reading proficiency in L1 and FL. Previous work also includes language test development and research in developing countries.
I am especially interested in supervising PhD students in the areas of language testing (in particular, testing reading, testing listening, and testing for academic purposes) and reading research (in particular, reading in a foreign language and academic reading). My present and former PhD students' topics relate to testing reading (item difficulty and processing, test specifications, washback), integrated tasks (reading-to-write, listening-to-write, listening-to-speak), Language in Use tasks, and academic listening needs.
Some of my most recent publications include:
(for a more extensive list, see the 'Publications' tab)
Brunfaut, T., & Revesz, A. (2015). The role of task and listener characteristics in second language listening. TESOL Quarterly, 49(1), 141-168. doi: 10.1002/tesq.168 [FREE ACCESS]
Harding, L., Alderson, J.C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: elaborating on diagnostic principles. Language Testing, 32(3). doi:10.1177/0265532214564505
Alderson, J.C., Brunfaut, T., & Harding, L. (2014). Towards a theory of diagnosis in second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics. doi: 10.1093/applin/amt046 [FREE ACCESS]
Brunfaut, T. (2014). Language for specific purposes: Current and future issues. Language Assessment Quarterly 11(2), 216-225. doi:10.1080/15434303.2014.902060
Brunfaut, T. (2014). A lifetime of language testing: An interview with J. Charles Alderson. Language Assessment Quarterly 11(1), 103-119.
Revesz, A., & Brunfaut, T. (2013). Text characteristics of task input and difficulty in second language listening comprehension. Studies in Second Language Acquisition 35(1), 31-65.
Some of my recent presentations include:
Brunfaut, T., & McCray, G. (2014). Looking into reading: The use of eye-tracking to investigate test-takers's cognitive processing. Featured talk, Language Testing Forum (LTF), Southampton (UK).
McCray, G., & Brunfaut, T. (2014). Modelling reading item difficulty with the Explanatory IRT model LLTM+e: Applying an L1-framework to L2-items. Language Testing Research Colloquium (LTRC), Amsterdam (The Netherlands).
Kremmel, B., Brunfaut, T., & Alderson, C.J. (2014). Exploring the role of phraseological knowledge in second language reading test performance (poster). Language Testing Research Colloquium (LTRC), Amsterdam (The Netherlands).
Brunfaut, T., & Harding, L. (2014). Standard setting in Europe and Asia: Linking listening tests to the CEFR. European Association for Language Testing and Assessment conference (EALTA), Warwick (UK).
Alderson, J.C., Brunfaut, T., & Harding, L. (2013). Towards a theory of diagnosis in second language assessment: Lessons learnt from diagnosis in other professions. Symposium presentation at the Language Testing Research Colloquium (LTRC), Seoul (South Korea).
McCray, G., Brunfaut, T., & Alderson, J.C. (2012). Combining eye-tracking with post test interview data to examine gap-fill items: triangulation of tribulation, European Association for Language Testing and Assessment conference (EALTA), Innsbruck (Austria).
McCray, G., Alderson, J.C., & Brunfaut, T. (2012). Multilevel IRT in the Explanation of Cross-national and Cross-linguistic DIF in Reading Comprehension 2009. American Educational Research Association conference (AERA), Vancouver (Canada).
Alderson, J.C., Brunfaut, T., McCray, G., & Nieminen, L. (2012). Component-Skills Approach to L2 Reading: Findings, Challenges, and Innovations. American Association for Applied Linguistics (AAAL), Boston (USA).
Research Group:
I coordinate the Language Testing Research Group, together with my colleague Luke Harding.
I am the Director of the Department's MA in Language Testing (by Distance) and I often teach the following modules:
- Language Test Construction and Evaluation
- Background to Applied Linguistics
- Issues in Language Testing
- Research Issues in Applied Linguistics
I also typically teach the following modules on the campus-based MATESOL and MATEFL programmes:
- Classroom Language Assessment
- Language Test Construction and Evaluation
- Postgraduate Academic Study Skills
On the undergraduate programme, I contribute to:
- Introduction to Linguistics
During summer, I teach on the Language Testing at Lancaster course.
