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Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
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| 2 |
Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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| 3 |
Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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| 4 |
Communication Disorders in Spanish Speakers: Theoretical, Research, and Clinical Aspects
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
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| 5 |
Child Second Language Acquisition: What Do We Know?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015)
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| 6 |
Studying Heritage Languages with a Focus on Multilingualism
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 47-49 (2015) (2015)
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| 7 |
The Role of Metalinguistic Awareness in Multilingual Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 57-59 (2015) (2015)
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| 8 |
Diagnostic Second Language Assessment in the Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 57-58 (2015) (2015)
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| 9 |
The Visual Elements of Computer-based Language Assessment: Aspects and Effects
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015)
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| 10 |
Researching Online Foreign Language Interaction and Exchange: Theories, Methods and Challenges
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 63-68 (2015) (2015)
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| 11 |
The Teacher’s Role in Classroom-based Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 50-52 (2015) (2015)
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Abstract:
Different from large-scale language tests aiming to measure general proficiency and often administered in specific highly-controlled test settings, classroom-based language assessment is embedded in the teaching and learning cycle of a classroom and has multiple “identities” (Rea-Dickins, 2001, p. 451) due to its wide range of uses or purposes. Classroom-based language assessment is an integral part of language instruction where the teachers, as “agents” (Rea-Dickins, 2004), are the ones responsible for facilitating student learning and obtaining information about their progress and achievement, hence, also earning the name teacher assessment. From planning what to assess and how, through implementing assessment procedures and monitoring students’ performances to recording students’ attainment and progress, the teacher is constantly making decisions on how to keep track of students’ progress and attainment (Rea-Dickins, 2001). Either accomplished through a formal assessment procedure or through informal daily monitoring and observation, the teacher’s knowledge of the students guides him/her to make subsequent pedagogical decisions and push learning further.
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Keyword:
Ability testing; Applied linguistics; Education; English language; Evaluation; Foreign speakers; Language acquisition; Language teachers; P118-118.7; PE1-3729; Study of language; Teaching language
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URL: https://doi.org/10.7916/D80C57D0
https://doaj.org/article/aede49b8a8724f579f2cc4d96bab5ad5
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| 12 |
The Application of Natural Language Processing and Automated Scoring in Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 38-40 (2015) (2015)
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| 13 |
Potential of Voice Recording Tools in Language Instruction
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 128-141 (2015) (2015)
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| 14 |
Dementia and Epistemic Authority: A Conversation Analytic Case Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 65-93 (2015) (2015)
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| 15 |
Classroom-based Language Assessment for Young Language Learners
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 55-56 (2015) (2015)
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| 16 |
Learning-Oriented Assessment in Large-Scale Testing
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 56-58 (2015) (2015)
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| 17 |
Identity and Communities of Practice in Foreign Language Learning Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 133-162 (2015) (2015)
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| 18 |
Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 61-71 (2015) (2015)
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| 19 |
Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 29-47 (2015) (2015)
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| 20 |
The Effect of Output Processing on Subsequent Input Processing: A Free Recall Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-17 (2015) (2015)
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