Cross-compared corpus of subskills from applied linguistics theory, nine international EFL/ESL proficiency tests, and five coursebook series¶

Element · All elements
Evidence · no claims cited

Description¶

The study assembles its evidence base from three source types: subskills named in theoretical and empirical applied linguistics papers; the manuals of nine internationally popular EFL/ESL tests, including "Test of English as a Foreign Language – Internet-Based Test (TOEFL IBT)" and IELTS; and reading and listening tasks from five widely used coursebook series (New English File, Face2Face, New Inside Out, Outcomes, Language Leader). Only tasks under reading and listening sections were checked; pronunciation or grammar sections were excluded. Items were tallied, cross-checked, and repetitions eliminated.

Design Implications¶

Context¶

Requirements¶

• Only tasks under reading and listening sections of the coursebooks were included; tasks under other sections such as pronunciation or grammar were not part of the list.

Constraints¶

• The article notes the study's limitation that subskills in diagnostic tests could have been investigated as well.

Target Learners¶

• EFL/ESL learners at universities using the five coursebook series

Target Learning Goals¶

• Second-language reading and listening comprehension

Related Elements¶

Examples¶

• Use the unified subskills taxonomy to diagnose learners' strengths and weaknesses and to build self-assessment tools

Key Sources¶

• Aynur Ismayilli Karakoc. (2019). Reading and Listening Comprehension Subskills: The Match between Theory, Coursebooks, and Language Proficiency Tests. Advances in Language and Literary Studies, 10(4). https://doi.org/10.7575/aiac.alls.v.10n.4p.166