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The diagnosis of listening in English as a foreign language, with a special focus on lexical knowledge ; Diagnostic et remédiation orientés vers le lexique en compréhension aurale de l’anglais
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In: https://hal.archives-ouvertes.fr/tel-03170753 ; Linguistique. Université Lyon 2 Lumière, 2021. Français (2021)
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The diagnosis of listening in English as a foreign language, with a special focus on lexical knowledge ; Diagnostic et remédiation orientés vers le lexique en compréhension aurale de l'anglais
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In: https://tel.archives-ouvertes.fr/tel-03235381 ; Linguistique. Université de Lyon, 2021. Français. ⟨NNT : 2021LYSE2004⟩ (2021)
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Evaluación certificadora de la comprensión auditiva de ELE en el ámbito académico
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COMPREHENSION OF CONVERSTATIONAL IMPLICATURE: EXAMINING EVIDENCE OF ITS SEPARABILITY AS A LISTENING SUBSKILL
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Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration
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The effect of dynamic assessment on L2 learners’ listening comprehension
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 11, Núm. 4 (2018); p. 59-70 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 11, Núm. 4 (2018); p. 59-70 (2018)
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A New m-Learning Scenario for a Listening Comprehension Assessment Test in Second Language Acquisition [SLA]
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A Comparison of Comprehension Accuracy and Rate: Repeated Readings and Listening While Reading
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In: Doctoral Dissertations (2016)
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Impact d’une tâche monologale ou dialogale sur le traitement de l’implicite relatif à l’ethos du locuteur dans un débat
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In: Corela (2016) (2016)
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AVALIANDO A COMPREENSÃO ORAL DE DISCURSOS NÃO-COLABORATIVOS EM L2
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In: Intercâmbio. Revista do Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem. ISSN 2237-759X; v. 13 (2004) ; 2237-759X ; 1413-4055 (2010)
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Academic Listening Comprehension: Does the Sum of the Parts Make up the Whole?
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Abstract:
A listening test administered to eighty-five non-native speaker students demonstrated that: (a) a significant relationship exists between global academic listening comprehension (ALC) and a subset of four microskills –inferring the meaning of unfamiliar vocabulary, and recognizing the respective functions of referential devices, conjunctive devices, and transitional devices; (b) each microskill tested is related to global ALC at p < .001 (correlattions ranged between .377 and .477); (c) common factors are involved in the skills of recognizing the functions of markers of cohesion and markers of coherence; (d) the relationship between global ALC and the ability to identify the main idea in short listening passages is significant but not particularly strong (r = .462). These findings imply that it might be useful to include microskill exercises in materials used for teaching and testing ALC.
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Keyword:
academic listening comprehension; active referential devices; English language--Study and teaching--Foreign speakers; esl assessment; esl students; listening comprehension; transitional devices
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URL: http://hdl.handle.net/10125/38580
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