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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 Hits 1 – 20 of 35 1 Eye-tracking as a research method in language testing Brunfaut, Tineke. - : Springer, 2022 BASE Show details 2 The Routledge handbook of second language acquisition and language testing Winke, Paula (Herausgeber); Brunfaut, Tineke (Herausgeber). - London : Routledge, 2021 BLLDB UB Frankfurt Linguistik Show details 3 Testing young foreign language learners’ reading comprehension:Exploring the effects of working memory, grade level, and reading task Brunfaut, Tineke; Kormos, Judit; Michel, Marije. - 2021 BASE Show details 4 Text authenticity in listening assessment:Can item writers be trained to produce authentic-sounding texts? Rossi, Olena; Brunfaut, Tineke. - 2021 BASE Show details 5 The Routledge handbook of second language acquisition and language testing Winke, Paula; Brunfaut, Tineke. - : Routledge, 2021 BASE Show details 6 Validating assessments for research purposes Revesz, Andrea; Brunfaut, Tineke. - : Routledge, 2021 BASE Show details 7 Perspectives on "knowing" a second language:What are we seeking to measure? Winke, Paula; Brunfaut, Tineke. - : Routledge, 2021 BASE Show details 8 Raters:Behavior and training Pill, John; Smart, Cameron. - : Routledge, 2021 BASE Show details 9 Motivational factors in computer-administered integrated skills tasks:A study of young learners Kormos, Judit; Brunfaut, Tineke; Michel, Marije. - 2020 BASE Show details 10 Trajectories of language assessment literacy in a teacher-researcher partnership:Locating elements of praxis through narrative inquiry Harding, Luke; Brunfaut, Tineke. - : Springer, 2020 BASE Show details 11 International language proficiency standards in the local context:Interpreting the CEFR in standard setting for exam reform in Luxembourg Brunfaut, Tineke; Harding, Luke. - 2020 BASE Show details 12 Towards social justice for item writers:Empowering item writers through language assessment literacy training Rossi, Olena; Brunfaut, Tineke. - 2020 BASE Show details 13 Choosing test formats and task types Rossi, Olena; Lestari, Santi; Banerjee, Jayanti. - : Routledge, 2020 BASE Show details 14 SLA researcher assessment literacy Harding, Luke; Kremmel, Benjamin. - : Routledge, 2020 BASE Show details 15 Is anybody listening?:The nature of second language listening in integrated listening-to-summarize tasks Anchana, Rukthong; Brunfaut, Tineke. - 2020 BASE Show details 16 Language testing in the ‘hostile environment’:The discursive construction of ‘secure English language testing’ in the United Kingdom Harding, Luke; Brunfaut, Tineke; Unger, Johann Wolfgang. - 2020 BASE Show details 17 The role of working memory in young second language learners’ written performances Michel, Marije; Kormos, Judit; Brunfaut, Tineke. - 2019 BASE Show details 18 Going online:The effect of mode of delivery on performances and perceptions on an English L2 writing test suite Brunfaut, Tineke; Harding, Luke; Batty, Aaron. - 2018 BASE Show details 19 Integrative testing of listening Brunfaut, Tineke; Rukthong, Anchana. - : John Wiley & Sons, Inc., 2018 BASE Show details 20 Exploring the role of phraseological knowledge in foreign language reading Kremmel, Benjamin; Brunfaut, Tineke; Alderson, Charles. - 2017 Abstract: Foreign language (FL) knowledge has been shown to contribute significantly to FL reading performance. Studies have contrasted the contribution of FL vocabulary and syntactic knowledge, following a dichotomous view of these components, producing mixed results. Despite the increasingly recognized formulaic nature of language, the contribution made by phraseological knowledge to reading ability has not been investigated systematically. This study examines the impact of a broader construct definition of linguistic knowledge – which includes a phraseological component – in explaining variance in reading performances. Test scores of 418 learners of English as a foreign language (EFL) were modeled in a structural equation model, showing that a phraseological knowledge measure outperformed traditional syntactic and vocabulary measures in predicting reading comprehension variance. Additional insights into the role of phraseological knowledge were gained through verbal protocol analysis of 15 EFL learners answering reading comprehension items that targeted the understanding of phrasal expressions within written context. The findings hint at an underestimated, but critical, role of phraseological knowledge in FL reading, and are relevant to both the assessment and the teaching of EFL ability. URL: https://eprints.lancs.ac.uk/id/eprint/76711/13/BrunfautKremmelAlderson2017.pdf https://eprints.lancs.ac.uk/id/eprint/76711/8/applin.amv070.full_PUBLISHED.pdf https://eprints.lancs.ac.uk/id/eprint/76711/7/AL_Manuscript_MWUs_and_reading_PUREdepository.pdf https://eprints.lancs.ac.uk/id/eprint/76711/14/BrunfautKremmelAlderson2017.pdf https://eprints.lancs.ac.uk/id/eprint/76711/ https://doi.org/10.1093/applin/amv070 BASE Hide details Page: 1 2

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