Journal article
Integrated assessment research: Writing-into-reading
Language teaching, Vol.51(3), pp.430-434
07/2018
DOI: 10.1017/S0261444818000149
Abstract
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?’
Details
- Title: Subtitle
- Integrated assessment research: Writing-into-reading
- Creators
- Lia Plakans - University of IowaJui-Teng Liao - University of IowaFang Wang - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Language teaching, Vol.51(3), pp.430-434
- Publisher
- Cambridge University Press
- DOI
- 10.1017/S0261444818000149
- ISSN
- 0261-4448
- eISSN
- 1475-3049
- Number of pages
- 5
- Alternative title
- RESEARCH IN THE NEWS; UNIVERSITY OF IOWA COLLEGE OF EDUCATION
- Language
- English
- Date published
- 07/2018
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371274902771
Metrics
5 Record Views