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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 41 – 60 of 61 41 The relationship between test-takers’ first language, listening proficiency and their performance on paired speaking tests Jaiyote, Suwimol. - : University of Bedfordshire, 2016 BASE Show details 42 Contrasting the oral and written narratives of six- and eight-year-old Canadian children Dimitrijevic Savic, Jovana; Howell, Heather; Schneider, Phyllis. - 2016 BASE Show details 43 Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016 BASE Show details 44 Using The Mobile Application Evernote for Diagnostic Assessment to Enhance Foreign Language Proficiency Ka, Jay. - 2016 BASE Show details 45 An evaluation of a post-entry test: An item analysis using Classical Test Theory (CTT) Thirakunkovit, Suthathip In: Open Access Dissertations (2016) BASE Show details 46 TOEFL Strategies: A Complete Guide to the iBT Stirling, Richard Bruce In: SHU Faculty Publications (2016) BASE Show details 47 Speaking and Writing Strategies for the TOEFL iBT (2nd ed.) Stirling, Richard Bruce In: SHU Faculty Publications (2016) BASE Show details 48 Avaliação de nivelamento no programa de português para estrangeiros da UFRGS : uma proposta de novos instrumentos avaliativos de leitura e escrita Souza, Francine Silva de. - 2016 Abstract: O objetivo da pesquisa descrita neste trabalho é propor novos instrumentos para a avaliação de leitura e escrita do nivelamento do Programa de Português para Estrangeiros da UFRGS. Esta pesquisa se justifica pela necessidade de que haja testes além dos dois que são utilizados no momento (devido ao fato de que os estudantes do programa podem realizar o nivelamento a cada semestre, mesmo já sendo alunos do programa, o que levanta a possibilidade de fazerem um teste já conhecido frente às duas únicas opções de prova), e de incluir dois níveis oferecidos pelo PPE que não estavam presentes na grade avaliativa dos testes atuais, elaborados por Santos (2007): Português para Falantes de Espanhol (PFE) e Avançado. A primeira etapa metodológica desta pesquisa consistiu em uma descrição esquemática dos conteúdos (temas e subtemas, gêneros do discurso recebidos e produzidos, funções comunicativas e recursos linguísticos) que são trabalhados pelos atuais professores em cada nível do PPE (Básico I, Básico II, PFE, Intermediário I, Intermediário II e Avançado). Na segunda etapa, foi elaborado um teste de leitura e escrita inspirado nos testes de Santos (2007) e, em seguida, foi feita a aplicação do mesmo com alunos voluntários de todos os níveis do PPE, totalizando 97 amostras. A partir da análise de dados, foi possível perceber que o novo teste foi bastante complexo, não gerando dados suficientes sobre a produção dos alunos de nível básico I e II, os quais não puderam realizar a avaliação plenamente. Assim, consideramos que foi possível produzir um novo teste que pode ser usado com alunos falantes de espanhol ou os que queiram avançar para níveis mais altos, especialmente nos casos em que os alunos já tenham feito os dois testes antigos. Também como resultado da pesquisa, conseguimos produzir descritores dos dois níveis não contemplados nas grades avaliativas dos testes anteriores, bem como indícios de diferenças na produção de PFE, Intermediário I, Intermediário II e Avançado. ; The aim of this work is to purpose new instruments for the placement evaluation of Programa de Português para Estrangeiros da UFRGS (PPE), in order to assess reading and writing. Considering that the program has only two different types of placement tests currently, this research can be justified through the necessity of more tests to be used in the placement evaluation (because of the fact that the students are allowed to take the test each semester if they want to achieve a higher level, which brings the possibility of the students to take a test they already know). This work is also necessary in order to include the descriptions of two levels of PPE in the current evaluation tables: Português para Falantes de Espanhol – PFE – (Portuguese for Spanish Speakers) and Advanced. The first step of the methodology was to make a description of the contents (themes and subthemes, discourse genres that are read and written, communicative functions and linguistic resources) that are studied in each level of PPE (Basic I, Basic II, Portuguese for Spanish Speakers, Intermediate I, Intermediate II and Advanced). The second step was to create a new reading and writing assessment test – which was inspired by the tests made by Santos (2007) – and then apply it to students from every level of PPE, totalizing 97 sample tests for this research. Through the analysis of the data, we found the test too complex for students who belonged to the levels Basic I and Basic II, since they were not able to complete the test satisfactorily. Therefore, we consider that it was possible to produce a placement test that can be used with Spanish speaker students and also with the ones who are in want to testify if they are already able to achieve a higher level of the course. Also as a result of this research, we produced the description of the two levels that were not contemplated in the previous evaluation tables (Santos, 2007) and we could find significant differences in the production of students from the levels Portuguese for Spanish Speakers, Intermediate I, Intermediate II and Advanced. Keyword: Evaluation; Língua adicional; Língua portuguesa; Placement test; Portuguese as an additional language; Programa de Português para Estrangeiros da UFRGS (PPE); Testes URL: http://hdl.handle.net/10183/157746 BASE Hide details 49 Sprachstandsfeststellung - eine Mixed-Methods Studie anhand der Profilanalyse und des C-Tests Aufgebauer, Marlene. - 2016 BASE Show details 50 Minimal pair therapy as a method of improving oral English proficiency among non-native English language learners (ELLs) Long, Leah Rose. - 2016 BASE Show details 51 The Effect of Language Ability in Creativity Assessment Wang, Xinyi. - 2016 BASE Show details 52 Statistical Analysis of Text Summarization Evaluation Rankel, Peter A.. - 2016 BASE Show details 53 Short persistent sleep duration is associated with poor receptive vocabulary performance in middle childhood Seegers, V.; Touchette, E.; Dionne, G.. - : Blackwell Publishing Ltd, 2016 BASE Show details 54 The productivity of ‘unnatural’ labial palatalization in Xhosa Wm. G. Bennett; Aaron Braver In: Nordlyd: Tromsø University Working Papers on Language & Linguistics, Vol 42, Iss 1 (2016) (2016) BASE Show details 55 The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment Tankosić Ana; Dubravac Vildana In: ExELL (Explorations in English Language and Linguistics), Vol 4, Iss 1, Pp 41-57 (2016) (2016) BASE Show details 56 Test Fairness in Second Language Assessment Heidi Liu Banerjee In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 54-59 (2016) (2016) BASE Show details 57 Developing a c-test to measure language ability as an alternative to a skills-based test Ingrid Sarapuu, Ene Alas Ingrid Sarapuu; Ene Alas In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 237-252 (2016) (2016) BASE Show details 58 The Educational Consequences of Language Proficiency for Young Children Yao, Yuxin; Ohinata, Asako; van Ours, Jan C.. - : Bonn: Institute for the Study of Labor (IZA), 2016 BASE Show details 59 The Effects of Visual Input on Scoring a Speaking Achievement Test Jorge Beltrán In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-23 (2016) (2016) BASE Show details 60 LEARNERS’ PERSPECTIVES OF FACTORS INFLUENCING GAINS IN STANDARDIZED ENGLISH TEST SCORES Yi-Ching Pan In: TEFLIN Journal, Vol 27, Iss 1, Pp 63-81 (2016) (2016) BASE Show details Page: 1 2 3 4

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