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Modern Language Aptitude Test (MLAT)The Modern Language Aptitude Test or MLAT was the outcome of a five-year research study at Harvard University and is published by the Psychological Corporation. This test provides an indication of a student's probable degree of success in learning a foreign language. It predicts their potential for learning to speak and understand a foreign language and for learning to read, write, and translate a foreign language.Many colleges and universities require this test to diagnose a learning disability specific to foreign languages. The College of Charleston uses it as a screening device to determine if a student should be referred to a licensed psychologist or neurologist for further testing to identify a possible learning disability.Who should take it?Any student who is consistently having difficulty successfully completing a foreign language should take the MLAT.When a student's transcript shows A's, B's, and C's in most subjects and D's or F's in foreign language, this student should be referred to CDS for MLAT screening. Another pattern frequently seen is B's or C's in foreign language in high school, a C in 101, a D or F in 102, and an F in 201.Often students will repeat 102 or 201 several times earning an F each time. Some students will try different languages, but rarely with success. Often the student has an auditory processing deficit. These students have difficulty distinguishing different sounds, blending sounds, and associating sounds and symbols. All are necessary skills for learning to speak and comprehend a foreign language.If you suspect a student may have a language related learning disability, please refer that student to CDS for MLAT testing. The test takes about forty minutes to administer with an additional 15 minutes needed to score the results. If the student chooses to wait, results are tabulated at the time of testing. Otherwise, results will be mailed the following day.The Modern Language Aptitude Test (MLAT) measures an individual’s aptitud e for learning a foreign language. First published in 1959, the test can be used to predict success in learning all basic communication skills, but particularly speaking and listening. The Modern Language Aptitude Test is now the property of the non-profit entity Second Language Testing Foundation, Inc., who has acquired the rights to the test in order to ensure its continued availability to the second language testing community.Mechanical ReasoningThis tests your ability to understand the underlying principles behind machines. High scores in this test indicate proficiency in engineering and mechanical work. The test is concerned with whether you can reason through mechanical problems in a logical way and is, therefore, a useful way of measuring a person's mechanical aptitude. If you get a high score in this test, in space relations and abstract reasoning, you could give serious consideration to scientific, mathematical or technological subjects and careers. Abstract ReasoningThis aptitude has to do with your ability to reason with visual configurations. The questions in this assessment contain patterns and series, which have to be completed. They are a non-verbal measure of reasoning ability and as such are regarded by many occupational psychologists as a good measure of raw intelligence. The kinds of skills that this aptitude identifies are useful in architecture, design, draughting and computerisation such as CAD (Computer Aided Design)Language UsageLanguage usage is the ability to communicate in good, accurate grammatical English. It is a measure of how well one can distinguish between correct and incorrect grammar, punctuation and wording of sentences. It is an excellent predictor of performance in College Courses. While such careers as writing and teaching require especially developed language skills, nearly all kinds of work requiring College Education demand a considerable competence in this aptitude.The Modern Language Aptitude Test was designed to predict a student’s likelihood of success and ease in learning a foreign language.The Modern Language Aptitude Test (MLAT) was developed to measure foreign language learning aptitude. Language learning aptitude does not refer to whether or not an individual can or cannot learn a foreign language (it is assumed that virtually everyone can learn a foreign language given adequate opportunity). According to John Carroll and Stanley Sapon, the authors of the MLAT, language learning aptitude does refer to the ―prediction of how well, relative to other individuals, an individual can learn a foreign language in a given amount of time and under given conditions.‖ The MLAT has primarily been used for adults in government language programs and missionaries, but it is also appropriate for students in grades 9 to 12 as well as college/university students so it is also used by private schools and school and clinical psychologists. Similar tests have been created for younger age groups. For example, the Pimsleur Language Aptitude Battery was designed for junior high and high school students while the MLAT-E is for children in grades 3 through 6.DevelopmentJohn B. Carroll and Stanley Sapon are mainly responsible for the development of the MLAT. They designed the test as part of a five-year research study at Harvard University between 1953 and 1958. The initial purpose of developing the Modern Language Aptitude Test was to help the US Army find and train people who would learn foreign languages with ease.After field testing many different kinds of verbal tasks, Carroll chose five tests that he felt worked well as a combination in predicting foreign language learning success in a variety of contexts. These tests were minimally correlated with one another, but used together they had demonstrated high predictive validity with respect to such criteria as language proficiency ratings and grades in foreign language classes.The design of the MLAT also reflects a major conclusion of Carroll's research, which was that language learning aptitude was not a "general" unitary ability, but rather a composite of at least four relatively independent "specialized" abilities. The four aspects, or "components," of language learning aptitude that Carroll identified were phonetic coding ability, grammatical sensitivity, rote learning ability and inductive language learning ability. In the article ―The prediction of success in intensive foreign language training,‖ Carroll defined these components as follows:1.Phonetic coding ability - an ability to identify distinct sounds, to formassociations between those sounds and symbols representing them, and toretain these associations;2.Grammatical sensitivity— the ability to recognize the grammatical functionsof words (or other linguistic entities) in sentence structures;3.Rote learning ability for foreign language materials— the ability to learnassociations between sounds and meanings rapidly and efficiently, and toretain these associations; and4.Inductive language learning ability— the ability to infer or induce the rulesgoverning a set of language materials, given samples of language materialsthat permit such inferences.The data used to calculate the statistical norms for the MLAT were collected in the fall of 1958. The MLAT was administered to approximately nineteen hundred students in grades nine to twelve and thirteen hundred students from ten colleges and universities. For adult norms, the MLAT was administered to about one thousand military and governmental enlisted persons and personnel. The test was given to the subjects before starting a language course or intensive training program. Their performance in the language program was later compared to their score on the MLAT to calculate the predictive validity of the test.Sections of the Modern Language Aptitude TestThe MLAT consists of five sections, each one testing separate abilities.Number LearningThis section is designed in part to measure the subject’s memory as well as an―auditory alertness‖ factor which would affect the subject’s audi tory comprehension of a foreign language.Phonetic ScriptThis section is designed to measure the subject’s sound-symbol association ability, which is the ability to learn correlations between a speech sound and written symbols. Spelling Clues/Hidden WordsThis highly speeded section is designed to test the subject’s vocabulary knowledge of English as well as his/her sound-symbol association ability.Words in SentencesThis section is designed to measure the subject’s sensitivity to grammatical structure without using any grammatical terminology.Paired AssociatesThis section is designed to measure the subject’s rote memorization ability, which is a typical component of foreign language learning.Uses of the Modern Language Aptitude TestThe uses for the Modern Language Aptitude Test include selection, placement and diagnosis of learning abilities.SelectionThe MLAT can be used to select individuals who show promise in learningforeign languages in order to justify the time and expense of placing them in a language training program.PlacementIn situations where there is more than one class or group of students in alanguage training program or course, the students can be placed according totheir language learning aptitude so that each class can work at the mostbeneficial pace.Diagnosis of Learning AbilitiesThe MLAT can also be used in conjunction with other forms of evidence todiagnose a foreign language learning disability.Looking at an individual’s score on the different parts of the test can be help to match students’ learning styles with instructional approaches.Modern Language Aptitude Test – ElementaryIn 1967, Carroll and Sapon authored the Modern Language Aptitude Test –Elementary (EMLAT; more recently, MLAT-E). This was an adaptation of the adult version of the MLAT intended for younger students (grades 3 through 6). TheMLAT-E is broken down into four parts, three of which are modified versions of the MLAT’s Part 3 - Hidden Words, Part 4 - Words in Sentences and Part 1 - Number Learning. It also includes a new section called Finding Rhymes, which tests the subject’s ability to hear speech sounds.Carroll and Sapon suggest using the MLAT-E in ways similar to the MLAT. It can be used to select students who have the capability to excel in foreign language learning (and may be ready to start instruction earlier), provide a profile of strengths and weaknesses, place students with similar learning rates in the appropriate class, and start to build a history of language learning difficulty, which could be used in conjunction with other evidence to diagnose a foreign language learning disability.Issues of DebateOne issue taken with the MLAT is that it does not include any measure of motivation. Motivation can be a powerful factor; low motivation may cause poor performance in a language course or training program despite a high score on an aptitude test like the MLAT. Alternatively, a relatively low score on an aptitude test combined with high motivation to learn a language may result in average or even above average performance because of a student putting more time and effort into the language program. Accordingly, proper use of the MLAT would be to use it as one part of a more comprehensive assessment of the learner, or use the test in a setting where motivation is known to be uniformly high. In response to this issue, Paul Pimsleur developed the Pimsleur Language Aptitude Battery (PLAB), which includes a section that assesses motivation in examinees.Another issue taken with using language aptitude tests like the MLAT is that they are not directly helpful to individuals who are required to learn a language regardless of their language learning abilities. According to John Carroll, language learning aptitude is relatively stable over an individual’s lifetime, so if an individual scores poorly on the MLAT, there is no proven method to increase their language learning aptitude if they must learn a language. One way the MLAT could be helpful in this situation is to indicate that more time learning the language will be needed relative to someone who received a high score on the MLAT. It can also assist them by showing which learning strategies that they use best.The age of the test along with its norms is another area of concern. The test was developed in 1953-58 and the norms were calculated with data collected in 1958. The audio-lingual teaching methods used with the norming subjects have been replaced by a more communicative teaching method. In 1998, research conducted by Madeline Ehrman, the Director of Research, Evaluation and Development at the U.S. Foreign Service Institute, produced validity coefficients at approximately the same levels as the original validity coefficients from 1958. Research from Leila Ranta (Associate Professor of Educational Psychology at University of Alberta) as well as Harley and Hart (with the Ontario Institute for Studies in Education of the University of Toronto) has shown an association with good language analytic ability and good language learners in a communicative learning environment (2002).Ambiguity tolerance is the ability to perceive ambiguity in information and behavior in a neutral and open way.Ambiguity tolerance is an important issue in personality development and education. In psychology and in management, levels of tolerance of ambiguity are correlated with creativity,[1]risk aversion, psychological resilience, lifestyle,[2] orientation towards diversity (cross-cultural communication, intercultural competence), and leadership style.[3]Wilkinson's Modes of Leadership is largely based on ambiguity tolerance. Mode one leaders have the least tolerance to ambiguity with mode four leaders enjoying and preferring to work in ambiguous situations. In part this is due to what Wilkinson calls 'emotional resilience'.The converse, ambiguity intolerance,[4][5] which was introduced in The Authoritarian Personality in 1950,[6]was defined in 1975 as a ―tendency to perceive or interpret information marked by vague, incomplete, fragmented, multiple, probable, unstructured, uncertain, inconsistent, contrary, contradictory, or unclear meanings as actual or potential sources of psy chological discomfort or threat.‖不确定性或模糊事物的承受力Tolerance of Ambiguity英语教学与学生忍受不确定及猜测策略之相关性联考正式走入历史，使得长久以来以联考为导向的英语教学方式逐渐松绑，也为英语教学的改革露出一线曙光。
语言测试与外语教学作者：熊春风来源：《考试周刊》2013年第09期摘要：外语测试方法与外语教学方法有着千丝万缕的联系，外语测试与外语教学法的发展经历了从语法翻译法、听说法到交际法的过程。
外语测试需要不断发展以适应外语教学的需要。
关键词：外语测试外语教学测试类型引言语言测试是外语教学过程中的一个重要环节。
外语测试的一个重要目的就是评估外语教学质量，了解学生外语学习的情况，以便以后阶段的外语教学做出改进。
外语测试无论对教学组织者，还是对个人学习者来说都是十分重要的。
外语测试涉及的因素很多，其中的一些理论问题尚存许多争议。
如今语言测试已经成为一门跨学科的综合性学科。
它从语言学、语言教学法和学习论中获取科学内容，从心理测量学中获得科学手段，另外，教学与测试又密切相关，测试支配着教与学活动，并且随着外语教学理论的发展，有关语言测试方面的理论研究也随之日趋完善。
（邹申，1998）一、外语测试理论的发展语言测试理论的发展可分为四个阶段。
前三个阶段分别是科学前语言测试阶段、心理测量—结构主义时期、综合—社会语言学测试阶段。
这三个阶段是Spolsky（1978）划分的。
他的这种划分方法当时在国外语言测试界得到了广泛的认可。
第四阶段自然就是以测试交际能力为宗旨的交际性语言测试阶段。
1.科学前语言测试阶段（Pre-Scientific Period）现代外语测试理论和实践在很大程度上受到了上世纪20和30年代盛行的心理测试的影响。
当时心理测试有两个明显特点：（1）试题大都为“封闭性”的，即测试者须在提供的几个有限答案中进行选择。
（2）这类测试的命题和评分都有一套十分严密的统计程序。
第一个特点为语言测试的客观性提供了可能，第二个特点提供了一套现成的分析和评价语言测试的方法和标准。
心理测试方法对现代外语测试的一个明显影响可从现在许多测试中的多项选择中看出来。
2.心理测量—结构主义时期（psychometric-structuralist era）如果心理测试为外语教学测试提供了命题和测试工具，那么结构主义语言学理论提供了选择测试的内容和依据。
语言学术语〔英-汉对照〕表Glossary and IndexAabbreviation 缩写词，略语Abercrombieablative 夺格，离格abstractness 抽象性accent 重音〔符〕accuracy 正确性accusative 宾格achievement test 成绩测试acoustic phonetics 声学语音学acquisition 习得acronym 缩略语action process 动作过程actor 动作者addition 添加address form 称呼形式addressee 受话人1.4；addresser 发话人1.4；adjective 形容词adjunct 修饰成分；附加语adverb 副词affix 词缀affix hopping 词缀跳跃affixation词缀附加法affricate 塞擦音agreement 一致关系airstream 气流2alliteration 头韵allomorph 词/语素变体allophonic variation 音位变体allophony音位变表达象alveolar 齿龈音ambiguity 歧义ambiguous歧义的American English 美式英语American structuralism 美国结构主义analogical creation 类推造字anapest 抑抑扬格anaphor 前指替代anaphoric reference 前指照应Andersonanimate 有生命的annotation 注解antecedent 先行词；前在词anthropological 人类学的anthropological linguistics 人类语言学anticipatory coarticulation 逆化协同发音antonomasia 换称；代类名antonymantonymy 反义(关系)appellative 称谓性applied linguistics 应用语言学11 applied sociolinguistics 应用社会语言学appropriacy 适宜性appropriateness 适宜性；得体性approximant 无摩擦延续音Apte 7；aptitude test 素质测试Arabic 阿拉伯语arbitrariness 任意性；12argument 中项；中词；主目article 冠词articulationarticulator 发音器官articulatory phonetics 发音语音学artificial speech 人工言语10aspect 体aspirated 吐气；送气assimilation 同化associative 联想associative meaningassonance 准压韵；半谐音Atkiattributive 属性；修饰语；定语；12.2.3 auditory phonetics 听觉语音学；Austin, John Langshaw 8.1；authentic input 真实投入authorial style 权威风格authoring program 编程autonomyauxiliary 助词auxiliary verb 助动词Bbabbling stage 婴儿语阶段back-formation 逆构词法Bally, CharlesBar-HillelBarnhart & Barnhartbase component 根底局部；12.4。
toefl:test of english for foreign language，是美国ets出的一种检测世界上非英语母语国家人英语能力的一种考试。
ielts:international english language testing system，是剑桥大学测试中心、英国文化委员会和澳大利亚高校国际开发署一起命题的一种针对测试英语运用和掌握能力的一项测试。
GRE:graduate record examination，是由GRE命题组命题的一种针对北美研究生入学的一种检测申请人学术英语能力的一项考试，后来因其科学性，渐渐被世界各国大学研究生院默认，可以作为证明学术英语运用能力的考试。
雅思考试（简称IELTS）由英国剑桥大学考试委员会、英国文化委员会及澳洲教育国际开发署联合举办。
IELTS评估的是考生以英语为工具学习、培训或在使用英语的国家生活所具备的语言能力，目前该考试也作为申请移民英联邦国家的人员的英语能力证明。
IELTS被公认为延续教育和高等院校的入学语言水平考试。
英国、澳大利亚、新西兰、北美的许多大学，以及用英语讲授某些特殊课程的众多非英语国家的大学都选择IELTS作为英语水平考试。
许多国际组织的大型培训计划常参考这一考试来决定培训事宜。
移民管理机构和各类企业也常用它来衡量英语的流利程度。
据2004年英国总领馆文化教育处统计，越来越多的高中生和大学生进行雅思考试，不仅仅是为了出国留学做准备，也是为了真正提高自身的英语水平，为高考和就业做准备。
雅思考试包括四部分：Listening 4 sections,40 items 30 minutesReading 3 sections,40 items 60 minutesWriting 2 tasks(150&250 words) 60 minutesSpeaking 10-15 minutesTotal Test Time 2 hours 45 minutes雅思的评分标准9分：成绩极佳，能将英语运用自如，精确、流利并能完全理解。
语言学能研究综述_发展趋势论文导读:：语言学能在国外的外语习得研究中占很重要的地位。
国内外的一些学者的研究结果表明语言学能的研究具有必要性。
本文通过总结一些有代表性的成果，阐述语言学能研究现状，并对其发展方向进行预测。
论文关键词：语言学能，研究综述，发展趋势1、前言外语学能一般是指人们学习第二语言时所呈现的相对稳定的专门能力倾向(Carroll：1990) ，这种能力不包括智力、兴趣和动机等其它变量( Longman Dictionary of Applied Linguistics 1995) 。
20 世纪20 年代，美国有一些预测外语能力的考试出现，如为高中学习外语进行的分班考试。
二战前发展趋势，美国国防部筛选进行外语培训人员让所有人员学习一门外语试验课，再根据课程考核结果选择最好的20%-30%接受正式的外语培训。
二战后美国军队又开发了ArmyLanguage Aptitude Test，即ALAT。
70 年代美国国防语言学院开发了Defense LanguageAptitude Battery，即DLAB，DLAB 比ALAT 预测效度更高。
语言学能的测量方面最有影响力的工具有两种:一种是由Carroll和Sapon 等1953-1959 年研制的Modern Language AptitudeTest ,简称MLAT ;另一种是由Pimsleur 等于1966 年制订的Pimsleur Language Aptitude Battery,简称PLAB。
其他比较有影响的测试工具还有美国国防部的DefenseLanguage Aptitude Battery,美国陆军的Army Language Aptitude Test ,Parry & Child 设计的VORD 语言学能测量表,Grigorenkoet al. (2000)设计的CognitiveAbility for Novelty in Acquisition of Language as Applied to Foreign LanguageTest等。
ef英语测试【原创版】目录1.EF 英语测试简介2.EF 英语测试的分类和特点3.EF 英语测试的评分标准和成绩解读4.EF 英语测试的适用人群和用途5.EF 英语测试的优缺点分析正文【EF 英语测试简介】EF 英语测试，全称 English as a Foreign Language，是由瑞典 EF 教育公司研发并推广的一种英语能力测试。
该测试旨在帮助非英语母语国家的人士评估自己的英语水平，为留学、移民或求职等场景提供英语能力证明。
【EF 英语测试的分类和特点】EF 英语测试主要分为两大类：EF 英语考试（EF English Test）和 EF 雅思考试（EF IELTS Test）。
这两类考试都包括听、说、读、写四个部分，全面评估考生的英语能力。
EF 英语考试的特点如下：1.针对不同英语水平的考生，分为初级、中级、高级和熟练级四个级别。
2.考试内容实用，贴近日常生活和实际应用场景。
3.考试时间灵活，全年有多个考试日期可供选择。
4.评分快速，考试结束后即可获得成绩。
【EF 英语测试的评分标准和成绩解读】EF 英语测试的评分采用 9 个等级制，从 A1（初级）到 C2（熟练级）。
评分标准包括词汇、语法、发音和流利程度等方面。
成绩解读：1.A1：基本英语能力，能理解和表达简单信息，适用于初学者。
2.A2：具备基本的日常英语沟通能力，适用于初级英语学习者。
3.B1：具备独立生活和工作所需的英语能力，适用于中级英语学习者。
4.B2：具备良好的英语应用能力，能胜任较高要求的工作和学习任务，适用于高级英语学习者。
5.C1：具备熟练的英语沟通能力，能流利地进行日常对话和书写，适用于熟练级英语学习者。
6.C2：具备优秀的英语能力，接近母语水平，适用于专业领域的英语使用者。
【EF 英语测试的适用人群和用途】EF 英语测试适用于以下人群：1.计划留学、移民或求职的非英语母语人士。
2.需要证明英语水平的在职人员或求职者。
外语测试的分类外语测试的分类2009/03/27 15:16[英语教育类 ]考试的定义为“⽤来获取某些⾏为的⽅法，其⽬的是从这些⾏为中推断出个⼈具有的某些特征。
”四种语⾔测试法包括写作-翻译法、结构主义/⼼理测量法、综合法和交际法。
⼀、按学习阶段来分1、编班测试（placement test）也叫分级测试。
我们都知道学⽣程度不齐。
教师难教,学⽣也难学。
所以常常需要将学⽣按程度分班，以利教学。
分班测试就是为这⼀⽬的⽽设计的。
它要考查的是学⽣⽬前现有的语⾔能⼒，所以⽔平测试的题⽬常可作分班测试⽤。
有时上⼀个学期的成绩测试结果也可作为下⼀个学期的分班依据。
由于分班测试往往时间紧迫，没有太多的时间准备试题和改卷，所以常选⽤间接测试的客观试题，如多项选择题和完型填空等。
2、随堂测试（classroom tests）教完⼀课书之后进⾏的⼩型测验。
测试的分量⼩，时间短，内容可以多样：拼写、听写、填空、释义、翻译等。
题⽬不宜过难，⼤部分项⽬是复习本课的内容。
3、期中测试（mid-term tests）4、期末测试（mid-term test）三个⽬的：促使学⽣巩固所学的知识，评价⼀学期的教学效果，调整下学期的教学安排。
⼆、按照⽤途来分1、⽔平测试（proficiency tests）衡量受试者综合运⽤外语能⼒的测试。
它的⽬的是确定受试者⽬前是否具有所需要的外语⽔平。
它的特点是并不限制任何⼀个教学⼤纲或任何⼀本教材命题。
要考查的不是对所教的课程学得怎样，⽽是根据未来对外语的使⽤要求考查受测者⽬前的外语熟练程度。
典型的⽔平测试例⼦有中国的EPT，⼤学英语四六级、英语专业四⼋级、美国的TOEFL和英语的ELTS。
2、成就测试（achievement tests）成就测试的⽬的是评价、衡量学⽣在掌握所学教材⽅⾯取得的进展。
通过成就测试，我们能确定学⽣在其所在班级中的相对位置，了解其掌握知识的程度和应达到的学业标准之间的差异，并达到巩固所学知识的⽬的。
