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1、Globalizationo【Abstract】Theseparationintointernationaltestsforthemanagementofinternationalmovementofyoungpeopleintoadvancedstudyprograms,andnational/localtestsforstudypurposesentarytosomeextent.【KeyeanallsetofinternationalEnglishlanguageproficiencytestsisusedple,theAustrali
2、angovernmenthasapprovedIELTSasanadmissionsmeasureforpre-collegeChinesestudentsenthasadoptedtheIELTSasaregion-easureinsteadofcontinuingplansfortheintroductionofitsoeasures.IndividualuniversitiesintheArabianGulfhaveadoptedTOEFLorIELTSaseither—orboth—entryorexitmeasuresforstud
3、ents’Englishabilities.ThisallsetofinternationalEnglishlanguageproficiencytestspushesustoconsidertheappropriacyof‘onesizefitsall’testsforspecifiablecontextsbersaresignificant.ProfessorHamp-Lyonsinherpresentationdiscussesentmay,ormaynot,be‘a(chǎn)goodthing’,intermsoftherespectivead
4、vantagesanddisadvantagesofinternationalandregional/localtests/assessments.AsHamp-Lyons(2004)considersaim.Bylocalization,Yang(2004)meansthattestitemsshouldberelatedtolocaleventsorcustomsandmightbeprehensibleonlyinlocalcontexts.vs.interculturalnorm,accountability,testfairness
5、,andplementingtheconcept.Traditionally,foreignlanguageteachingisbasedonanativespeakernorm.Underthisnorm,learnersaresupposedtolearneasuredagainstthenativespeakers’knosarethenativespeakers’perspective;notonlydothepersonsandplacesinvolveduseforeignnames,butthemeaningofthemessa
6、geissupposedtobeinterpretedinthesocio-culturalcontextofthenativespeaker.oted,thenativespeakermodelhasbeenconsideredoutdated.AsRajagopalan(2004)pointsout,themajorityofEnglishlearnersintheunicateostlikelymunicateodelbasedonthenativespeaker-basednotionofmunicativepetence,andar
7、guesforhelpingEFLstudentsdevelopinterculturalmunicativepetence.Takingthoseintoconsideration,Yang(2004)arguesforlocalizationofEnglishlanguagetests,bychangingtheperspectivefromthatofthenativespeaker’stothatofthelearners’inaspecificcontext.Forinstance,theerelythoseofburger,ple
8、mentationoflocalization,Yang(2004)firstoutlinesfivetypesoflocalizationstrategies,a
