This chapter compares and contrasts two research studies that addressed the role of L1 in the assessment of L2 spoken English. The first research is a small-scale, mixed-methods study which explored the impact of test-takers’ L1 backgrounds in the paired speaking task of a standardised test of general English provided by an international examination board (Nakatsuhara and Jaiyote, 2015). The key question in the research was how we can ensure fairness to test-takers who perform paired tests in shared and non-shared L1 pairs. The second research is a large-scale, a priori test validation study conducted as a part of the development of a new EAP (English for academic purposes) test offered by a national examination board, targeting only single L1 users (Nakatsuhara, 2014). Of particular interest is the way in which its pronunciation rating scale was developed and validated in the single L1 context. In light of these examples of research into international and locally-developed tests, this chapter aims to demonstrate the importance of the construct of a test and its score usage when reconsidering a) whether specific English varieties are considered to be construct-relevant or construct-irrelevant and b) what Englishes (rather than ‘standard’ English) should be elicited and assessed.
Nakatsuhara, F. (2014). A Research Report on the Development of the Test of English for Academic Purposes (TEAP) Speaking Test for Japanese University Entrants – Study 1 & Study 2, available on line at: www.eiken.or.jp/teap/group/pdf/teap_speaking_report1.pdf
Nakatsuhara, F. and Jaiyote, S. (2015). Exploring the impact of test-takers’ L1 backgrounds on paired speaking test performance: how do they perform in shared and non-shared L1 pairs? BAAL / Cambridge University Press Applied Linguistics Seminar, York St John University, UK (24-26/06/2015)
