Dr Tineke Brunfaut

Dr Tineke Brunfaut

Lecturer

My main research interests are language testing, and reading and listening in a foreign language (in particular in an academic context). I am currently working on research using eye tracking to look into reading task completion processes and research on diagnosing second and foreign language proficiency (see Harding, Alderson and Brunfaut, 2015; Alderson, Brunfaut and Harding, 2014). Recently completed work includes a project on standard setting (see Brunfaut and Harding, 2014) and research on the relationships between text characteristics of task input, knowledge of response options, L2 proficiency, working memory capacity and task difficulty in L2 listening assessment (see Brunfaut and Revesz, 2015; Revesz and Brunfaut, 2013). Past research dealt with the impact of linguistic, metacognitive and affective factors on students' academic reading proficiency in L1 and FL. Previous work also includes language test development and research in developing countries.

PhD Supervision Interests

I am especially interested in supervising PhD students in the areas of language testing (in particular, testing reading, testing listening, and testing for academic purposes) and reading research (in particular, reading in a foreign language and academic reading). My present and former PhD students' topics relate to testing reading (item difficulty and processing, test specifications, washback), integrated tasks (reading-to-write, listening-to-write, listening-to-speak), Language in Use tasks, and academic listening needs.

Profile

Some of my most recent publications include:

(for a more extensive list, see the 'Publications' tab)

Brunfaut, T., & Revesz, A. (2015). The role of task and listener characteristics in second language listening. TESOL Quarterly, 49(1), 141-168. doi: 10.1002/tesq.168 [FREE ACCESS]

Harding, L., Alderson, J.C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: elaborating on diagnostic principles. Language Testing, 32(3). doi:10.1177/0265532214564505 [FREE ACCESS]

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. doi: 10.1093/applin/amt046 [FREE ACCESS]

Brunfaut, T. (2014). Language for specific purposes: Current and future issues. Language Assessment Quarterly 11(2), 216-225. doi:10.1080/15434303.2014.902060 

Brunfaut, T. (2014). A lifetime of language testing: An interview with J. Charles Alderson. Language Assessment Quarterly 11(1), 103-119. 

Revesz, A., & Brunfaut, T. (2013). Text characteristics of task input and difficulty in second language listening comprehension. Studies in Second Language Acquisition 35(1), 31-65.

 

Some of my recent presentations include:

Brunfaut, T., & McCray, G. (2014). Looking into reading: The use of eye-tracking to investigate test-takers's cognitive processing. Featured talk, Language Testing Forum (LTF), Southampton (UK).

McCray, G., & Brunfaut, T. (2014). Modelling reading item difficulty with the Explanatory IRT model LLTM+e: Applying an L1-framework to L2-items. Language Testing Research Colloquium (LTRC), Amsterdam (The Netherlands).

Kremmel, B., Brunfaut, T., & Alderson, C.J. (2014). Exploring the role of phraseological knowledge in second language reading test performance (poster). Language Testing Research Colloquium (LTRC), Amsterdam (The Netherlands).

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

Alderson, J.C., Brunfaut, T., & Harding, L. (2013). Towards a theory of diagnosis in second language assessment: Lessons learnt from diagnosis in other professions. Symposium presentation at the Language Testing Research Colloquium (LTRC), Seoul (South Korea).

McCray, G., Brunfaut, T., & Alderson, J.C. (2012). Combining eye-tracking with post test interview data to examine gap-fill items: triangulation of tribulation, European Association for Language Testing and Assessment conference (EALTA), Innsbruck (Austria).

McCray, G., Alderson, J.C., & Brunfaut, T. (2012). Multilevel IRT in the Explanation of Cross-national and Cross-linguistic DIF in Reading Comprehension 2009. American Educational Research Association conference (AERA), Vancouver (Canada).

Alderson, J.C., Brunfaut, T., McCray, G., & Nieminen, L. (2012). Component-Skills Approach to L2 Reading: Findings, Challenges, and Innovations. American Association for Applied Linguistics (AAAL),  Boston (USA).

 

Research Group:

I coordinate the Language Testing Research Group, together with my colleague Luke Harding.

Current Teaching

I am the Director of the Department's MA in Language Testing (online).

I  teach on the MA in Language Testing (online) and the MA in Applied Linguistics and Language Teaching (campus-based):

  • Language Test Construction and Evaluation
  • Background to Applied Linguistics
  • Issues in Language Testing
  • Research Issues in Applied Linguistics
  • Statistical analyses for Language Testing
  • Classroom Language Assessment
  • Postgraduate Academic Study Skills

On the undergraduate programme, I contribute to:

  • Introduction to Linguistics

During summer, I teach on the Language Testing at Lancaster course.

 

Additional Information

Follow me on Twitter.

For more information, please visit my Academia or Research Gate page.

In Press

Assessing listening

Brunfaut, T. 2015 Handbook of Second Language Assessment. Banerjee, J. & Tsagari, D. (eds.). Mouton de Gruyter, 16 p.

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

2015

J. Charles Alderson: a lifetime of language testing

Brunfaut, T. 2015 Talking about language assessment: the LAQ interviews. Kunnan, A. J. (ed.). Oxon/New York: Routledge, p. 217-237 21 p. (New Perspectives in Language Assessment Series)

Research output: Contribution in Book/Report/ProceedingsChapter

Diagnostic assessment of reading and listening in a second or foreign language: elaborating on diagnostic principles

Harding, L., Alderson, C. & Brunfaut, T. 2015 In: Language Testing. p. 1-20 20 p.

Research output: Contribution to journalJournal article

The role of task- and listener-characteristics in second language listening

Brunfaut, T. & Revesz, A. 03/2015 In: TESOL Quarterly. 49, 1, p. 141-168 28 p.

Research output: Contribution to journalJournal article

2014

Developing English language tests for Luxembourg secondary schools: The Test Design and Evaluation (TDE) project, 2011-2014

Brunfaut, T. & Harding, L. 2014 Lancaster: Lancaster University. 27 p.

Research output: Book/Report/ProceedingsOther report

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

A lifetime of language testing: an interview with J. Charles Alderson

Brunfaut, T. 2014 In: Language Assessment Quarterly. 11, 1, p. 103-119 17 p.

Research output: Contribution to journalJournal article

Issues in language testing revisited

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

Research output: Contribution to journalEditorial

Language for specific purposes: current and future issues

Brunfaut, T. 2014 In: Language Assessment Quarterly. 11, 2, p. 216-225 10 p.

Research output: Contribution to journalJournal article

2013

Text characteristics of task input and difficulty in second language listening comprehension

Revesz, A. & Brunfaut, T. 03/2013 In: Studies in Second Language Acquisition. 35, 1, p. 31-65 35 p.

Research output: Contribution to journalJournal article

2012

Achievement Tests. Aptitude tests. Diagnostic tests. DIALANG. Dictation. Direct/Indirect testing. Discrete point tests. Integrated tests. Integrative tests. Placement tests. Proficiency tests. Progress tests. Reliability. Validity.

Brunfaut, T. & Banerjee, J. 2012 Routledge encyclopedia of language teaching and learning. Byram, M. & Hu, A. (eds.). 2nd ed. London: Routledge, p. 3-4; 40-41; 193; 193-194; 194; 202; 205; 335; 335-336; 529; 559; 560; 591-593; 761-672

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

Assessment and testing

Brunfaut, T. & Clapham, C. 2012 Routledge encyclopedia of language teaching and learning. Byram, M. & Hu, A. (eds.). 2nd ed. London: Routledge, p. 52-59 8 p.

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

2010

Medical communication in L1- and L2-contexts: comparative modification analysis

Van de Poel, K. & Brunfaut, T. 03/2010 In: Intercultural Pragmatics. 7, 1, p. 103-130 28 p.

Research output: Contribution to journalJournal article

2004

Bridging the gap between staff expectations and student interpretations of academic writing: the case of Scribende

Van de Poel, K. & Brunfaut, T. 2004 In: Belgian Journal of English Language and Literatures. 2, p. 329-335 7 p.

Research output: Contribution to journalJournal article

The Bologna challenge: catering for diversity through academic writing online

Van de Poel, K. & Brunfaut, T. 2004 New challenges and partnerships in an enlarged European Union. Szücs, A. & Ingeborg, B. (eds.). European Distance Education Network, p. 363-367 5 p.

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

 

 

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