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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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Abstract:
There is a need for effective and efficient reading interventions in American schools. Two empirically supported reading interventions are Repeated Readings and Listening While Reading. Previous researchers have evaluated the effects of these interventions individually on reading fluency and comprehension, and in comparison on students’ reading fluency. This is the first study to compare the relative effectiveness of each intervention on students’ comprehension, which is the typical purpose of reading. The current study extends previous research by considering the instructional time required to complete each intervention, and converting students’ comprehension accuracy scores into a comprehension rate measure. Additionally, students read two passages for each reading condition, one slightly below an instructional level and one at a frustrational level, to determine if an interaction exists between passage difficulty and intervention condition. Results revealed no main effect for reading condition on students’ comprehension accuracy scores. However, analysis of comprehension rate scores revealed a significant main effect for reading condition as well as a significant interaction effect between reading condition and passage difficulty. Listening While Reading resulted in significantly greater comprehension per minute of instructional time than Repeated Reading or the control condition. While both interventions appeared equally effective when examining overall comprehension of a passage, results suggest that Listening While Reading is a significantly more efficient intervention for targeting comprehension. This was found across both levels of passage difficulty. Implications for measurement, intervention selection, and academic accommodations are discussed.
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Keyword:
and Research; Comprehension Accuracy; Comprehension Rate; Educational Assessment; Evaluation; Listening While Reading; Repeated Reading
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URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=4841&context=utk_graddiss https://trace.tennessee.edu/utk_graddiss/3961
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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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