Context-task-centered Interactional Second-foreign Language Testing Constructs and Validation

Micheline Chalhoub-Deville (University of North Carolina at Greensboro, USA) – Over the years, representations of the L2 testing construct have remained primarily cognitive in their underpinnings. The instability of performance across tasks, which is empirically supported by task specificity findings and theoretically by sociocognitive arguments, compels language testing researchers to consider the sociocognitive perspective in theory formulation and operational practices.