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Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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The Interactional Dimension of LOA: Within and Beyond the Classroom
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An Interview with APPLE Lecture Speaker Professor Alister Cumming
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Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
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Exploring Language Assessment and Testing: Language in Action
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The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
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Learning-Oriented Assessment: An Introduction
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Abstract:
Traditionally, second or foreign (L2) language assessment has been mainly viewed as the product of large-scale proficiency exams or end-of-term summative tests intended to provide external measures of L2 ability (Turner & Purpura, 2015). To anyone who has taken an L2 test, it often appears that summative assessments “serve to catch learners out and to emphasize their weaknesses, rather than to ensure that every learner has the best set of opportunities to demonstrate their abilities” (Lyons & Tavares, 2011, p. 32). It is no wonder then that stemming in part from the social constructivist theories popularized in the 1970s, the notion of formative assessment (FA) has steadily gained traction for L2 testers, teachers, and researchers who recognize that assessment can and should play a role in learning so that every learner will be able to best demonstrate their abilities.
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Keyword:
Education; Educational tests and measurements; English language--Study and teaching--Foreign speakers; Learning; Psychology of; Second language acquisition--Ability testing
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URL: https://doi.org/10.7916/D8H70FDV
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14 |
Supporting Language Access: Teaching Talk Without Words
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In: Adams, Gail Fox. (2014). Supporting Language Access: Teaching Talk Without Words. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/85w094c6 (2014)
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Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition
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In: Bernstein, Katherine. (2014). Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/4245n62j (2014)
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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In: Gage-Serio, Ondine Angelique. (2014). Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind. UC Santa Cruz: Education. Retrieved from: http://www.escholarship.org/uc/item/5mz970cg (2014)
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
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Multimodal Expressions of Young Arab Muslim American Women
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404692026 (2014)
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