| 1 |
Language Assessment Literacy of Middle School English Teachers in Mexico
|
|
|
|
In: Languages; Volume 7; Issue 1; Pages: 32 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
CAF across proficiency levels and profiles: an investigation of ESL student writings in an English placement test
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
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
|
|
|
|
In: https://hal.archives-ouvertes.fr/tel-03170753 ; Linguistique. Université Lyon 2 Lumière, 2021. Français (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
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
|
|
|
|
In: https://tel.archives-ouvertes.fr/tel-03235381 ; Linguistique. Université de Lyon, 2021. Français. ⟨NNT : 2021LYSE2004⟩ (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Teaching to the test: The effects of coaching on English-proficiency scores for university entry
|
|
|
|
In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 1–15 ; 2399-9101 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Language neutrality of the LLAMA test explored: The case of agglutinative languages and multiple writing systems
|
|
|
|
In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 87–100 ; 2399-9101 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Exploring language assessment and testing: language in action
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
|
|
|
|
Abstract:
To explore the potential of a semi-direct speaking test to assess a wider range of communicative language ability, the researchers developed four semi-direct speaking tasks – two designed to elicit features of interactional competence (IC) and two designed to elicit features of pragmatic competence (PC). The four tasks, as well as one benchmarking task, were piloted with 48 test-takers in China and Austria whose proficiency ranged from CEFR B1 to C. A post-test feedback survey was administered to all test-takers, after which selected test-takers were interviewed. A total of 184 task performances were analysed to identify interactional moves utilised by test-takers across three proficiency groups (i.e., B1, B2 and C). Data indicated that test-takers at higher levels employed a wider variety of interactional moves. They made use of concurring concessions and counter views when seeking to persuade a (hypothetical) conversational partner to change opinions in the IC tasks, and they projected upcoming requests and made face-related statements in the PC tasks, seemingly to pre-empt a conversational partner’s negative response to the request. The test-takers perceived the tasks to be highly authentic and found the video input useful in understanding the target audience of simulated interactions. ; This project was funded and supported by the British Council, London. ; not passing full text as copyright is British Council and no indication re-use is permitted RVO 23/11/21
|
|
Keyword:
English language testing; interaction; learning technology; speaking; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
|
|
URL: http://hdl.handle.net/10547/625246
|
|
BASE
|
|
Hide details
|
|
|
| 15 |
Grammar tests, de facto policy and pedagogical coercion in England’s primary schools
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Language Testing : regards croisés entre anglophonie et francophonie
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The Multilingual Assessment Instrument for Narratives (MAIN): adding Kam to MAIN [Online resource]
|
|
|
|
In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 147-151
|
|
Linguistik-Repository
|
|
Show details
|
|
|
| 18 |
The Multilingual Assessment Instrument for Narratives (MAIN): adding Mandarin to MAIN [Online resource]
|
|
|
|
In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 159-162
|
|
Linguistik-Repository
|
|
Show details
|
|
|
| 19 |
Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN) [Online resource]
|
|
|
|
In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 189-197
|
|
Linguistik-Repository
|
|
Show details
|
|
|
| 20 |
The Multilingual Assessment Instrument for Narratives (MAIN): Adding Cantonese to MAIN [Online resource]
|
|
|
|
In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 23-29
|
|
Linguistik-Repository
|
|
Show details
|
|
|
|
|
