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Research Areas

English Language and Linguistics

Dr Luke Harding

Dr Luke Harding

Senior Lecturer

My research interests are mainly in language testing and assessment. I am particularly interested in second language listening assessment, issues surrounding the assessment of pronunciation, assessor decision-making, diagnostic assessment, assessment literacy, and the challenges of World Englishes and English as a Lingua Franca for language testing and teaching.

PhD Supervision Interests

I am interested in supervising doctoral students in the area of language testing (particularly listening assessment,speaking assessment, specific purposes language testing andassessor decision-making), as well as topics concerning the challenges of World Englishes/English as a Lingua Franca for language teaching and assessment.

Profile

Recent publications:

Harding, L. (2014). Communicative language testing: current issues and future research. Language Assessment Quarterly, 11(2), 186-197.

Alderson, J.C., Brunfaut, T. & Harding, L. (2014). Issues in language testing revisited. Language Assessment Quarterly, 11(2), 125-128.

Alderson, J.C., Brunfaut, T. & Harding, L. (2014). Towards a theory of diagnosis in second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics, amt046v2. [This article is Open Access, available at: http://applij.oxfordjournals.org/content/early/2014/06/24/applin.amt046.full.pdf+html]

Pill, J. & Harding, L. (2013). Defining the language assessment literacy 'gap': Evidence from a parliamentary inquiry. Language Testing, 30(3), 381-402.

Harding, L. (2012). Pronunciation assessment. The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.

Harding, L. (2012). Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective. Language Testing, 29(2), 163-180. [Related podcast - Issue 9 - available here].

Harding, L., Pill, J. & Ryan, K. (2011). Assessor decision making while marking a note-taking listening test: The case of the OET. Language Assessment Quarterly, 8 (2), 108-126.

Harding, L. (2011). Accent and listening assessment: A validation study of the use of speakers with L2 accents on an academic English listening test. Frankfurt: Peter Lang.

Recent presentations/talks:

Brunfaut, T. and Harding, L. (2014). Standard setting in Europe and Asia: Linking listening tests to the CEFR (oral presentation). Warwick University: 11th European Association for Language Testing and Assessment (EALTA) conference. Warwick.

Harding, L. (2014). How can we know if pronunciation techniques and activities have been successful? Assessing pronunciation in the classroom and beyond (virtual seminar). IATEFL/TESOL Education Programs. [Playback of virtual seminar available here].

Harding, L. (2013). Comprehensibility or nativeness? Investigating the construct underlying the CEFR phonological control scale (invited presentation). University of Bedfordshire: CRELLA Winter Research Seminar 2013. Luton.

Harding, L. (2013). Using L2 varieties in listening test input: tapping into ELF competencies? (symposium presentation). Seoul National University: 35th Language Testing Research Colloquium. Seoul.

Alderson, J.C., Brunfaut, T. & Harding, L. (2013). Towards a theory of diagnosis in second language assessment: Lessons learnt from diagnosis in other professions (invited symposium presentation). Seoul National University: 35th Language Testing Research Colloquium. Seoul.

Harding, L. (2013). Investigating the construct underlying the phonological control scale (oral presentation). University of Antwerp: Language Testing in Europe: Time for a new framework? Antwerp.

Harding, L. (2012). Language testing, World Englishes and English as a Lingua Franca: The case for evidence-based change (invited presentation). University of Copenhagen: CIP symposium 2012. Copenhagen. [A video of this presentation is available here].

Harding, L. (2012). Nativeness or intelligibility: Locating the construct in pronunciation scales (invited roundtable presentation). Simon Fraser University: 4th Annual Pronunciation in Second Language Learning and Teaching conference. Vancouver.

Current Teaching

I am the Director of Studies for the Hong Kong MA TESOL programme, and I have taught the following modules in Hong Kong:

  • Classroom Language Testing
  • Curriculum Design and Teacher Development in Language Education

I also teach on several modules on the MA in Language Testing (Distance), including:

  • Language Testing Construction and Evaluation
  • Background to Applied Linguistics for Language Testing
  • Issues in Language Testing
  • Statistical Analysis for Language Testing

I have taught on the following modules on the on-campus MA TESOL/TEFL:

  • Language Test Construction and Evaluation
  • Research Methods in Linguistics and English Language

 During summer, I teach on in the Language Testing at Lancaster course: http://www.ling.lancs.ac.uk/study/languagetesting/index.htm

In Press

2014

Linking the GEPT listening test to the Common European Framework of Reference

Brunfaut, T. & Harding, L. 2014 Taiwan: Language Training and Testing Centre. 75 p.

Research output: Book/Report/ProceedingsOther report

Communicative language testing: current issues and future research

Harding, L. 2014 In: Language Assessment Quarterly. 11, 2, p. 186-197 12 p.

Research output: Contribution to journalJournal article

Issues in language testing revisited

Alderson, C., Brunfaut, T. & Harding, L. 2014 In: Language Assessment Quarterly. 11, 2, p. 125-128 4 p.

Research output: Contribution to journalEditorial

2013

Defining the language assessment literacy gap: evidence from a parliamentary inquiry

Pill, J. & Harding, L. 07/2013 In: Language Testing. 30, 3, p. 381-402 22 p.

Research output: Contribution to journalJournal article

Pronunciation assessment

Harding, L. 2013 The encyclopedia of applied linguistics. Chapelle, C. A. (ed.). Oxford: Blackwell

Research output: Contribution in Book/Report/ProceedingsEntry for encyclopedia/dictionary

2012

Accent, listening assessment and the potential for a shared-L1 advantage: a DIF perspective

Harding, L. 2012 In: Language Testing. 29, 2, p. 163-180 18 p.

Research output: Contribution to journalJournal article

2011

Accent and listening assessment: A validation study of the use of speakers with L2 accents on an academic English listening test

Harding, L. 2011 Frankfurt: Peter Lang. 291 p. (Language Testing and Evaluation; vol. 21)

Research output: Book/Report/ProceedingsBook

Assessor decision-making while marking a note-taking listening test: the case of the OET

Harding, L., Pill, J. & Ryan, K. 2011 In: Language Assessment Quarterly. 8, 2, p. 108-126 19 p.

Research output: Contribution to journalJournal article

2009

Review of the Certificate of Proficiency in English (CPE) speaking test

Macqueen, S. & Harding, L. 07/2009 In: Language Testing. 26, 3, p. 467-475 9 p.

Research output: Contribution to journalScientific review

Decision-making in marking open-ended listening test items: the case of the OET

Harding, L. & Ryan, K. 2009 In: Spaan Fellow Working Papers in Second or Foreign Language Assessment. 7, p. 99-114 16 p.

Research output: Contribution to journalJournal article

2008

Language Testing and English as an International Language Constraints and Contributions

Elder, C. & Harding, L. 2008 In: Australian Review of Applied Linguistics. 31, 3, p. 34.1-34.11 12 p.

Research output: Contribution to journalJournal article

Accent and academic listening assessment: A study of test-taker perceptions

Harding, L. 2008 In: Melbourne Papers in Language Testing. 13, 1, p. 1-33

Research output: Contribution to journalJournal article

2005

Different generations, different needs: Migrant youth in English language programs

Harding, L. & Wigglesworth, G. 2005 In: Prospect: An Australian Journal of TESOL. 20, 3, p. 6-23 18 p.

Research output: Contribution to journalJournal article

 

 

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