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1、469177LTJ31110.1177/0265532212469177LanguageTestingGu2012LANGUAGEArticleTESTINGLanguageTesting2014,Vol31(1)111–133Attheinterfacebetween©TheAuthor(s)2012Reprintsandpermissions:languagetestingandsecondsagepub.co.uk/journalsPermissions.navDOI:10.1177/02655322
2、12469177languageacquisition:Languageltj.sagepub.comabilityandcontextoflearningLinGuEducationalTestingService,USAAbstractThisstudyinvestigatedtherelationshipbetweenlatentcomponentsofacademicEnglishlanguageabilityandtesttakers’study-abroadandclassroomlearnin
3、gexperiencesthroughastructuralequationmodelingapproachinthecontextofTOEFLiBT®testing.DatafromtheTOEFLiBTpublicdatasetwereused.Theresultsshowedthattesttakers’performanceonthetest’sfourskillsections,namelylistening,reading,writing,andspeaking,couldbeaccounte
4、dforbytwocorrelatedlatentcomponents:theabilitytolisten,read,andwrite,andtheabilitytospeakEnglish.Thistwo-factormodelheldequivalentlyacrosstwogroupsoftesttakers,withonegrouphavingbeenexposedtoanEnglish-speakingenvironmentandtheotherwithoutsuchexperience.Imp
5、osingameanstructureonthefactormodelledtothefindingthatthegroupsdidnotdifferintermsoftheirstandingsonthefactormeans.Therelationshipbetweenlearningcontextsandthelatentabilitycomponentswasfurtherexaminedinstructuralregressionmodels.Theresultsofthisstudysugges
6、tedanalternativecharacterizationoftheabilityconstructoftheTOEFLtest-takingpopulation,andsupportedthecomparabilityofthelanguageabilitydevelopedinthehome-countryandthestudy-abroadgroups.Theresultsalsoshedlightontheimpactofstudyingabroadandhome-countrylearnin
7、gonlanguageabilitydevelopment.KeywordsLanguageability,latentmeancomparison,multi-groupinvarianceanalysis,structuralequationmodeling,targetlanguagecontactInareviewoflanguagetestingandassessment,AldersonandBanerjee(2002)statedthatanunderstandingofwhatlanguag
8、eis,andwhatittakestolearnanduselanguageiscentraltolanguagetesting(p.80).Bachman(2000)assertedthatcurrentthinkinginappliedlinguisticsaboutthenatureoflanguageabilityandlanguageusehasguidedthedevelopmentandrefin
