Tineke Brunfaut supervises 7 postgraduate research students. If these students have produced research profiles, these are listed below:
Student research profiles
Senior Lecturer in Linguistics and English Language
My main research interests are language testing, and reading and listening in a foreign language. In recent research, I have focused on using eyetracking to investigate reading processes (see Brunfaut and McCray, 2015), the role of phraseological knowledge in reading (see Kremmel, Brunfaut and Alderson, 2015), diagnosing second and foreign language proficiency (see Alderson, Brunfaut and Harding, 2015; Harding, Alderson and Brunfaut, 2015), and the role of task and listener characteristics in second language listening assessment (see Brunfaut and Revesz, 2015; Revesz and Brunfaut, 2013).
In addition, I regularly conduct language test development and consultancy work for professional and educational bodies around the world.
In 2015, I was awarded the TOEFL Outstanding Young Scholar Award for my professional activities and contributions to the field of language assessment.
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 second language reading and listening research. My PhD students are working on or have completed studies on testing reading (e.g., reading item difficulty and processing, reading test specifications, reading-to-write tasks, reading test washback), testing listening (e.g., listening-to-write and listening-to-speak tasks, academic listening needs), and testing Language in Use.
I am the Director of the Department's MA in Language Testing (online).
I teach on the MA in Language Testing (online) and the MA in Applied Linguistics and TESOL (campus-based):
On the undergraduate programmes, I contribute to:
During summer, I teach on the Language Testing at Lancaster summer school.
I coordinate the Language Testing Research Group, together with my colleague Luke Harding.
Most recent conference presentations:
Unger, J., Harding, L., & Brunfaut, T. (2016). The discursive construction of “security”: An analysis of the UK Secure English Language Testing policy. Language Testing Research Colloquium (LTRC), Palermo (Italy).
Brunfaut, T. (2015). Exploiting methodological innovations in second language research: a practical application of test validation research. Invited plenary. New Directions in English Language Teaching, Learning and Assessment conference, Seoul (South Korea).
Brunfaut, T., & McCray, G. (2015). Cognitive processing during reading-test completion: Insights from eye tracking. Task-Based Language Teaching conference (TBLT), Leuven (Belgium).
Brunfaut, T., & McCray, G. (2015). Modelling L2 reading proficiency using eye-tracking measures. CRELLA/LU Eye tracking Research Day, Luton (UK).
Brunfaut, T., & Harding, L. (2015). Teachers setting the assessment (literacy) agenda. European Association for Language Testing and Assessment conference (EALTA), Copenhagen (Denmark).
Rukthong, A., & Brunfaut, T. (2015). Anybody listening? The role of listening in integrated listening-to-write and listening-to-speak tasks. Language Testing Forum (LTF), Oxford (UK).
Research output: Contribution in Book/Report/Proceedings › Chapter (peer-reviewed)
Project: Funded Project › Research
Project: Funded Project › Research
Project: Non-funded Project › University Consultancy