This document discusses the objectives and content areas that should be considered when developing and administering a language proficiency test. It outlines the interrelationships between linguistic and cultural subsystems that tests should measure, including phonology, grammar, lexicon, and culture. It also addresses the testing modalities, skills, and approaches that can be used, such as discrete-point versus integrative testing and measuring receptive versus productive abilities.

2. Test
Objectives
Meaning

4. Possible
Course
Objectives
The course
of study
objectives
The unit or
lesson
objectives
The
linguistic/cultural
content of
material in the
unit being tested
The level of
ability which
will be
required in
each
integrated
skills

5. General Linguistic Cultural Content
INTERRELATIONSHIPS OF LINGUISTIC AND CULTURAL SUBSYSTEM
Ability Subsystem Knowledge and Insight needed
LISTENING
PHONOLOGY
(Sound System)
Vowels, consonants, intonations, stress,
rhythm, pauses
SPEAKING GRAMMAR
Morphology inflection derivation
(Morphophonemic)
Syntax (word order)
READING
LEXICON
(Vocabulary)
Content words
Function or structure words
Formulas (fixed expression)
WRITING CULTURE
Appropriateness of language to the situation
Meaning of gestures
Maintenance of distance
Values, mores, taboos, habits, customs, etc.
Art forms (e.g. oral and written literature ,
painting)

6. The modalities to be used
The control-receptiveor
productive to be measured
The testing approach to be used
discrete point or integrative
Mastery each of integrated skill

7. A proficiency
test
Carol and
Spolsky
Integrative
approach
Lado
Discrete-point
testing
Objectives
Paulston and
Rivers
Testing
communicative
proficienci

8. Sound
discrimination
Linguistic
interest
Picture-sound
association
Grammar
sensitivity
Picture-word
association
Verbal
knowledge

9. Special purpose
course
Step in
determining
objectives