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This paper summarizes some of the findings of a recent study of proficiency tests and testing carried out at the Center for Applied Linguistics under a grant from the Ford Foundation. The full report of that study discusses linguistic issues involved in English proficiency testing and presents a review of a number of such tests. The present paper identifies some of the linguistic problems involved in constructing an instrument to test English proficiency. Examples are drawn from commercially available tests and from tests that have been developed and used by school districts across the country.
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Dieterich et al. (1979) studied this question.
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