Integrated reading and writing tasks and ESL students' reading and writing performance in an English language test

Canadian Modern Language Review

Volumn 58, Issue 4, 2002, Pages 597-618

  Esmaeili, Hameed ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040675369     PISSN: 00084506     EISSN: None     Source Type: Journal    
DOI: 10.3138/cmlr.58.4.599     Document Type: Article

References (34)

1. Alderson, J.C., Foulkes, J., Clapham, C., Wylie, E., & Ingram, D. (1990). Panel on the IELTS. Papers presented at the Twelfth Annual Language Testing Research Colloquium. San Francisco.
2. Bachman, L.F., Lynch, B.K., & Mason, M. (1995). Investigating variability in tasks and rater judgement in a performance test of foreign language speaking. Language Testing, 12, 238-258.
3. Bainbridge, L. (1985). Inferring from verbal reports to cognitive processes. In M. Brenner, J. Brown, & D. Canter (Eds.), The research interview: Uses and approaches (pp. 201-215). London: Academic Press.
4. Belanger, J. (1987) Theory and research into reading and writing connections: A critical review. Reading Canada - Lecture, 5, 10-18.
5. Carrell, P.L. (1992). Awareness of text structure: Effects on recall. Language Learning, 42, 1-20.
6. Carroll, B.J. (1980). Testing communicative performance: An interim study. Oxford: Pergamon Press.
7. Charge, N., & Taylor, L.B. (1997). Recent developments in IELTS. ELT Journal 51, 370-380.
8. Clapham, C. (1995). What makes an ESP reading test appropriate for its candidates? In A. dimming & R. Berwick (Eds.), Validation in language testing (pp. 171-193). Clevedon: Cromwell Press.
9. Clapham, C. (1996). The development of IELTS: A study of the effect of background knowledge on reading comprehension. Cambridge: Cambridge University Press.
10. Eckhoff, B. (1983). How reading affects children's writing. Language Arts, 60, 607-616.
11. Eisterhold, J.C. (1990). Reading-writing connections: Toward a description for second language learners. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 88-101). Cambridge: Cambridge University Press.
12. Esmaeili, H. (2000). The effects of content knowledge from reading on adult ESL students' written compositions in an English language test using reading and writing modules. Unpublished Ph.D. thesis, University of Toronto.
13. Gordon, C.J., & Braun, G. (1982). Story schemata: Metatextual aid to reading and writing. In J.A. Niles & L.A. Harris (Eds.), New inquiries in reading research and instruction (pp. 262-268). Rochester, New York: National Reading Conference.
14. Grabe, W., & Kaplan, R.B. (1996). Theory & practice of writing: An applied linguistic perspective. London and New York: Longman.
15. Hamp-Lyons, L. (1991a). Reconstructing academic writing proficiency. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 87-107). Norwood, NJ: Ablex.
16. Hamp-Lyons, L. (1991b). Pre-text: Task-related influences on the writer. In L. Hamp-Lyons (Ed.), Assessing second-language writing in academic contexts (pp. 127-151). Norwood, NJ: Ablex.
17. Hiebert, E.H., Englert, C.S., & Brennan, S. (1983). Awareness of text structure in recognition and production of expository discourse. Journal of Reading Behavior, 15, 63-79.
18. Low, G. (1986). Storylines and other developing contexts in use-of-language test design. Indian Journal of Applied Linguistics, 12, 15-38.
19. Meyer, B.J.E. (1975). The organization of prose and its effect on recall. New York: North-Holland.
20. Meyer, B.J.E. and Freedle, R. (1984). The effects of different discourse types on recall. American Educational Research Journal, 2, 121-143.
21. Munby, J. (1978). Communicative syllabus design. Cambridge: Cambridge University Press.
22. Rea, P.M. (1987). Test in English for Educational purposes. In J. Alderson, K. Krahnke, K. & C. Stansfield (Eds.), Reviews of English language proficiency tests (pp. 77-79). Washington: Teachers of English to Speakers of Other Languages.
23. Shanahan, T. (1984). Nature of the reading-writing relation: An exploratory multivariate analysis. Journal of Educational Psychology, 76, 466-477.
24. Shanahan, T., & Lomax, R.G. (1986). An analysis and comparison of the theoretical models of the reading-writing relationship. Journal of Educational Psychology, 78, 116-123.
25. Stotsky, S. (1983). Research on reading/writing relationships: A synthesis and suggested directions. Language Arts, 60, 627-642.
26. Swain, M. (1985). Large-scale communicative language testing: A case study. In Y.P. Lee, A.C.Y. Fok, R. Lord & G, Low (Eds), New directions in language testing (pp. 35-46). Oxford: Pergamon Press.
27. Taylor, B., & Beach, R.W. (1984). The effects of text structure instruction on middle-grade students' comprehension and production of expository text. Reading Research Quarterly, 19, 134-146.
28. Tierney, R.J., & Shanahan, T. (1991). Research on the reading-writing relationship: Interactions, transactions, and outcomes. In R. Barr, M.L. Kamil, P. Mosenthal & P.D. Pearson (Eds.), Handbook of reading research, vol. II (pp. 246-280). New York: Longman.
29. University of California (1995). An information booklet for the university-wide subject A examination. Los Angeles: Author.
30. University of Cambridge Local Examinations Syndicate. (1996). EFL examinations and TEFL schemes: A brief guide. Cambridge: Cambridge University Press.
31. University of Cambridge Local Examinations Syndicate. (1996b). International English language testing system: The IELTS Handbook. Cambridge: Cambridge University Press.
32. University of Toronto. (1996). Certificate of Proficiency in English (COPE): The training booklet. Toronto: School of Continuing Studies.
33. Wallace, C. (1997). IELTS: Global implications of curriculum and materials design. ELT Journal, 51, 370-373.
34. Wesche, M.B. (1987). Second language testing: The Ontario test of ESL as an example. Language Testing, 4, 28-47.