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Applied Linguistics 1992 13(2):149-167; doi:10.1093/applin/13.2.149
© 1992 by Oxford University Press
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Applied Linguistics and Language Testing:A Case Study of the ELTS Test

J. CHARLES ALDERSON1 and CAROLINE CLAPHAM2

University of Lancaster
University of Lancaster

Since language tests inevitably embody a view of language and indirectly a notion of language learning, it is important that designers of tests should take account of generally accepted views of the nature of language, language proficiency, and language use.When the ELTS Revision Project was initiated in 1986, it was felt important that the test should move away from an 'outdated model' to reflect current thinking in applied linguistics, and one of the first activities of the Revision Project was to consult applied linguists as to what view of language and language proficiency should be incorporated into the test.This paper reports on the diverse views that resulted from this survey, and on the constraints that limit the extent to which current applied linguistic theory can be implemented. It concludes with reflections on the proper relationship between applied linguistics and language testing, arguing that language testers need not feel they are on the fringe of applied linguistics, and that involving applied linguists in test development will not only help testing, but arguably may help applied linguistics even more.


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