test instructions
Test instructions | Martin Lovatt | June 1st, 2005
Hi everyone,
A friend of mine who teaches here in Japan recently asked me if test instructions for low-level learners should be written in the learners' L1 rather than in English. My own feelings are that if the learners are low level, all share the same L1 and the test instructions are not considered to be a part of the test, then the L1 would be better in order to negate any possible misunderstanding of the test instructions.
Since I haven't done any research into test-taking (and I only recommend my learners take the TOEIC test because it's useful for their employment prospects here in Japan), I was wondering if anyone knew about the current thinking on this, or could recommend some relevant articles.
Many thanks,
Martin
Fukuoka, Japan
Re: Test instructions | Joe Alvaro | June 1st, 2005
Dear Martin,
I think it is a question of standardization. If it is an international test (IELTS, for example), then everything (invigilator script, ID check, etc.) to do with the test should be the same for everyone around the world.
If it is a one-off local test and all low-level classes get the same 'perk' of instructions in L1 then it is probably ok. What is the usual practice for tests in the school? might be a good rule to go by.
None of the above is from the literature, just my thoughts from experience.
Joe
China
Re: Test instructions | Abul-Hassan | June 2nd, 2005
Hi Martin
I remember 'flicking' the ELT Journal CD and spotting some articles about the TOEIC and TOEFL. Unfortunately I haven't got the references.
Do a search and see what you get.
Abul-Hassan
Riyadh, KSA
Re: Test instructions | Martin Lovatt | June 3rd, 2005
Eleni wrote:
I do not really know what the current thinking is about test instructions, but I can tell you what I do. As exam taking (and passing) is very important in Greece, it is a priority to teach students to understand and follow instructions, even in low levels. And from one point of view I suppose it can count as 'authentic' interaction between teacher and student: in order to get students do things you have to communicate, in other words instructions are the result of a real need for communication. I am not opposed to the use of L1 in the classroom. On the contrary, if its use seems to be necessary and helpful, I use it. For example, if you have to do with young learners, sometimes concepts seem difficult in their mother tongue, let alone L2, and in such cases I find that L1 explanations are helpful. Instructions can be less complicated and a good opportunity to teach certain structures like imperative. In the end, I think it is a matter of priorities.
Hi Eleni,
I'm not against using the L1 in the classroom for low level learners either (assuming everyone shares the same L1). I do it as sparingly as possible, but sometimes - aside from saving time and not confusing our learners further with laborious explanations (which are usually more complex than the term we're trying to explain) in English - it also helps them to relax if they can ask you questions in their L1 when they first start to take language classes.
Thanks, everyone, for your useful feedback regarding my question about test instructions. I've passed your comments on to my friend - who is now really envious of our discussion list!
Anyway, I appreciate all your support - as always.
Best regards,
Martin
Fukuoka, Japan
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