Rights statement: © Oxford University Press 2014 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
Final published version, 138 KB, PDF document
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Final published version
Licence: CC BY
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Towards a theory of diagnosis in second and foreign language assessment
T2 - insights from professional practice across diverse fields
AU - Alderson, J. C.
AU - Brunfaut, Tineke
AU - Harding, Luke
N1 - © Oxford University Press 2014 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
PY - 2015/5
Y1 - 2015/5
N2 - Diagnostic language assessment has received increased research interest in recent years, with particular attention on methods through which diagnostic information can be gleaned from standardized proficiency tests. However, diagnostic procedures in the broader sense have been inadequately theorized to date, with the result that there is still little agreement on precisely what diagnosis in second and foreign language learning actually entails. In order to address this problem, this article investigated how diagnosis is theorized and carried out in a diverse range of professions with a view to finding commonalities that can be applied to the context of language assessment. Ten semi-structured interviews were conducted with professionals from the fields of car mechanics, IT systems support, medicine, psychology and education. Data were then coded, yieldingfive macro-categories that fit the entire data set: (i) definitions of diagnosis, (ii) means of diagnosis, (iii) key players, (iv) diagnostic procedures, (v) treatment/follow-up. Based on findings within these categories, a set of five tentative principles of diagnostic language assessment is drawn-up, as well as a list of implications for future research.
AB - Diagnostic language assessment has received increased research interest in recent years, with particular attention on methods through which diagnostic information can be gleaned from standardized proficiency tests. However, diagnostic procedures in the broader sense have been inadequately theorized to date, with the result that there is still little agreement on precisely what diagnosis in second and foreign language learning actually entails. In order to address this problem, this article investigated how diagnosis is theorized and carried out in a diverse range of professions with a view to finding commonalities that can be applied to the context of language assessment. Ten semi-structured interviews were conducted with professionals from the fields of car mechanics, IT systems support, medicine, psychology and education. Data were then coded, yieldingfive macro-categories that fit the entire data set: (i) definitions of diagnosis, (ii) means of diagnosis, (iii) key players, (iv) diagnostic procedures, (v) treatment/follow-up. Based on findings within these categories, a set of five tentative principles of diagnostic language assessment is drawn-up, as well as a list of implications for future research.
U2 - 10.1093/applin/amt046
DO - 10.1093/applin/amt046
M3 - Journal article
VL - 36
SP - 236
EP - 260
JO - Applied Linguistics
JF - Applied Linguistics
SN - 0142-6001
IS - 2
ER -