摘要：Production of a clear-cut and comprehensive framework for the sake of evaluation purposes has been one of the most challenging issues in the realm of language assessment. Over the past decades, notable effort has been made to put forward models to practically define and theoretically specify the construct of language proficiency. To accomplish this, theorists have drawn on different epistemological sources such as empirical research, narrative accounts as well as introspective and retrospective analysis of language related data. The objective of this review is to conduct a critical analysis of the validity and practicality of these models and also to indicate the contributions as well as the drawbacks of these models from different standpoints. The analysis has been done in conformity with the widely accepted paradigms of socio-cultural and communicative orientations toward language within the field of language assessment.
其他摘要：Production of a clear-cut and comprehensive framework for the sake of evaluation purposes has been one of the most challenging issues in the realm of language assessment. Over the past decades, notable effort has been made to put forward models to practically define and theoretically specify the construct of language proficiency. To accomplish this, theorists have drawn on different epistemological sources such as empirical research, narrative accounts as well as introspective and retrospective analysis of language related data. The objective of this review is to conduct a critical analysis of the validity and practicality of these models and also to indicate the contributions as well as the drawbacks of these models from different standpoints. The analysis has been done in conformity with the widely accepted paradigms of socio-cultural and communicative orientations toward language within the field of language assessment.
