Appropriation of cultural contents in the international english tests from the context of esl learning

Abstract

The objective of my research paper is to shed light on the appropriation of cultural contents in the International English tests particularly IELTS from the context of ESL learners. It is based on a large corpus of empirical evidence. The tests which are considered standardized worldwide, question the validity of the terms ‘Second language’ and ‘nativization’ coined by Braj Kachuru. The cultural content of the test is limited to the western culture as they are originated from the countries such as the UK, the USA, Australia and Canada. This problem continues to hinder the true language ability of non-native speakers of English. The cognitive tempo of the ESL students is associated with the cultural background. If the tests are directed towards second language learners the focus has to be shifted from promoting British and European culture to promoting exams that are regionally situated in terms of cultural content. The tests should also be done on the standard variety of the language used in the particular country. Otherwise they can't be considered as the standardized forms as International English Tests. But it is important that the tests should be aligned with the goals of language programs and its proficiency. Then only it will definitely lead our society towards a sustainable future. It is based on a large corpus of empirical evidence. Literature was reviewed regarding appropriate strategies and theories related to cultural studies, nativization and the appropriation of the International exams according to the criticism of several authors. The study is based on the theories as they clearly stamp to promote the appropriation of international standardized examination in second language learning.