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Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe
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In: 2020, 339 S. - (Empirische Forschung im Elementar- und Primarbereich; 6) - (Koblenz-Landau, Universität, Dissertation, 2019) (2020)
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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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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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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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| 5 |
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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| 6 |
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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Abstract:
The term diagnosis is familiar, and refers to the identification of disease or disorder in an individual. In the broadest sense, then, diagnostic second language (L2) assessment refers to any L2 assessment practice, whether in the form of a formal written test or informal teacher questioning, that yields diagnostic feedback—information on learner strengths and weaknesses. In low-stakes classroom contexts, where psychometric rigor is sacrificed for the attention and rich intuitions of teachers, informal diagnostic assessment occurs on a regular basis in the form of student questioning, explanation, and the provision of written feedback on quizzes, tests, and written work. Indeed, Huff and Goodman (2007) showed that K-12 science and language arts teachers highly value diagnostic feedback and prefer assessments which yield detailed information that can be used to identify the instructional needs of individual learners. Despite this apparent interest on the part of teachers in the diagnostic function of assessment, Alderson (2005, 2007) points out that diagnostic testing has been largely neglected in the L2 literature. Fundamental questions regarding the proper domain and application of diagnostic testing are unresolved: Must a diagnostic L2 test measure proficiency and be based on a theoretical model of L2 ability, or can diagnostic assessment be equally applied to achievement in a curriculum? Where does the boundary between formative assessment and diagnostic assessment lie? What kinds of feedback, and at what level of detail, are most beneficial to L2 learners?
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Keyword:
Ability testing; Applied linguistics; Diagnosis; Education; English language; Feedback; Foreign speakers; Language acquisition; P118-118.7; PE1-3729; Second language acquisition; SLA; Study of language; Teaching language
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URL: https://doaj.org/article/ba94a81997364e5b8ebf10b7b7435685
https://doi.org/10.7916/D8CN7GH5
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| 7 |
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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| 8 |
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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| 9 |
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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| 10 |
Linguistic Relativity in SLA: Thinking for Speaking
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 72-76 (2015) (2015)
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| 11 |
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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| 12 |
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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| 13 |
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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| 14 |
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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| 15 |
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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| 16 |
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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| 17 |
Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 35-38 (2015) (2015)
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| 18 |
Impact of Dictionary Use Skills Instruction on Second Language Writing
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 104-132 (2015) (2015)
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| 19 |
Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 63-66 (2015) (2015)
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| 20 |
Frames, Footing, and Teacher-Initiated Questions: An Analysis of a Beginning French Class for Adults
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-48 (2015) (2015)
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