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Ein Cloze Test zur Sprachstandserhebung portugiesischer L2 Lerner des Deutschen
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| 42 |
Complex onsets and coda markedness in Persian
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In: Nordlyd: Tromsø University Working Papers on Language & Linguistics, Vol 45, Iss 1 (2021) (2021)
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| 43 |
Interpreter training: Devising a model for aptitude testing for simultaneous interpreters
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In: Stellenbosch Papers in Linguistics Plus, Vol 61, Iss 0, Pp 127-149 (2021) (2021)
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| 44 |
Test de nivel de comprensión pragmática para estudiantes sinohablantes de español como lengua extranjera
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 52, 2021, pags. 162-194 (2021)
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| 45 |
The Impact of ICT Towards Saudi EFL Students’ Writing Skills: A Quasi-Experimental Study
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 206-221 (2021) (2021)
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| 46 |
Analyzing a test as genre: Critical Genre Analysis of the English language ENEM
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 37, Iss 2 (2021) (2021)
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| 47 |
Critique du « complément de phrase »
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In: Corela, Vol 19 (2021) (2021)
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| 48 |
Anxiety and personality as indicators of academic performance in university foreign language classrooms
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 27-42 (2021)
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| 50 |
Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners
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Abstract:
Despite calls for engaging assessments targeting young language learners (YLLs) between 8 and 13 years old, what makes assessment tasks engaging and how such task characteristics affect measurement quality have not been well studied empirically. Furthermore, there has been a dearth of validity research about technology-enhanced speaking tests for YLLs. Thus, the purpose of the current study was to explore relationships among examinee age, task characteristics, engagement, and performance in the context of gathering evidence to back a test validity argument. Following a mixed-methods approach, the investigations involved over 400 YLLs in 11 countries who responded to TOEFL Primary® Speaking test tasks (Educational Testing Service, 2013). Results from many-facet Rasch measurement revealed that, in terms of evaluation claims, tasks and raters functioned well across examinee age groups. Generalizability theory was then applied to confirm that examinees accounted for most of the score variance and that current test form configurations maximize score dependability. Fischer’s (1973, 1995) linear logistic test model results helped explain that vocabulary support, novelty, and video animation increased task difficulty, while topical choice did not. Lastly, acoustic measures of harmonicity and shimmer from the spoken responses served as indicators of engagement in a structural model showing that topical choice and novelty promoted engagement; these findings were triangulated by retrospective verbal reports from eight YLLs. Results point to the importance of including engagement in theoretical models of language performance. Also, a taxonomy of task characteristics that may support engagement is proposed to help drive a research agenda and inform test development.
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Keyword:
Educational tests and measurements; English language--Study and teaching; Linguistics; Test of English as a Foreign Language
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URL: https://doi.org/10.7916/d8-ad10-bc50
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| 51 |
Language Testing : regards croisés entre anglophonie et francophonie
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In: Éducation dans les pays anglophones et francophones : héritages, contextes et représentations ; https://hal.archives-ouvertes.fr/hal-03086895 ; Éducation dans les pays anglophones et francophones : héritages, contextes et représentations, Imelda Elliott, HLLI, Université du Littoral Côte d'Opale, Nov 2020, Boulogne-sur-Mer, France ; https://view.genial.ly/5fa6c362316b3b0cf52d8f3a/horizontal-infographic-timeline-journee-detudes (2020)
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| 54 |
ЛИНГВО-ПРАГМАТИЧЕСКИЕ ОСОБЕННОСТИ ВЫРАЖЕНИЯ РЕЧЕВОГО АКТА «ПРИГЛАШЕНИЕ» У ДОШКОЛЬНИКОВ ... : Linguistic and pragmatic peculiarities of preschoolers invitations ...
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Кожухова, И.В.. - : ФГБОУ ВО "Воронежский государственный технический университет", 2020
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| 55 |
Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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| 56 |
Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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| 57 |
"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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| 58 |
FaWi-S – Eine psychometrische Testkonstruktion zum didaktischen Wissen von Grundschullehrkräften in Bezug auf Sprachförderung im Projekt Eva-Prim
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 33-53 (2020)
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| 59 |
Language Testing as a Profession: An Interview with Yan Jin ...
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| 60 |
Language Testing as a Profession: An Interview with Yan Jin ...
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