Assessing listening for academic purposes: defining and operationalising the test construct

By L. Taylor, Ardeshir Geranpayeh. 2011

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Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective (2012, background): “Yet while the inclusion of L2 accents in listening assessment may be viewed as beneficial, it also raises concerns relating to validity and practicality (for discussion see Taylor, 2006; Taylor & Geranpayeh, 2011).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “Thus, we regard language learners as social agents who gradually master certain language resources to accomplish particular purposes by participating in particular practices and contexts (Biber, Conrad, & Reppen, 1998; Halliday, 2004; Taylor & Geranpayeh, 2011; van Lier & Walqui, 2012).”
From One to Multiple Accents on a Test of L2 Listening Comprehension (2016, background): “From One to Multiple Accents on a Test of L2 Listening Comprehension Concerns about the use of only one select English accent for assessing second language (L2) listening comprehension are becoming increasingly prevalent (Harding 2011; Taylor and Geranpayeh 2011; Abeywickrama 2013).”