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Использование компьютерных программ, основанных на лингвистическом анализе ложной информации (обзор зарубежного исследования)
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ХОЛЕВЧУК А.Г.. - : Общество с ограниченной ответственностью «Коллоквиум», 2015
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Интерактивная компьютерная программа по развитию описательной связной речи для детей и взрослых с речевой патологией
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ИВАНОВА НАТАЛИЯ НИКОЛАЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Удмуртский государственный университет», 2015
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Non-linear Second order Abstract Categorial Grammars and deletion
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In: NLCS 2015: Natural Language and Computer Science ; https://hal.archives-ouvertes.fr/hal-01251127 ; NLCS 2015: Natural Language and Computer Science, Makoto Kanazawa, 2015, Kyoto, Japan (2015)
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| 5 |
The Impact of the Use of Dynamic Software as a Teaching Tool in Geometry
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| 6 |
Program Design: The Learner Path
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In: Research Briefs and Case Studies (2015)
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Program Design: Volunteering in a Digital Literacy Program
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In: Research Briefs and Case Studies (2015)
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| 8 |
Program Design: Tutor-Facilitated Digital Literacy Acquisition
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In: Research Briefs and Case Studies (2015)
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| 9 |
Program Design: Learning Digital Skills in a Corrections Setting
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In: Research Briefs and Case Studies (2015)
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| 10 |
Program Design: Learning Digital Skills in a Time-limited Program
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In: Research Briefs and Case Studies (2015)
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| 12 |
Exploring Social Meaning in Online Bilingual Text through Social Network Analysis
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In: DTIC (2015)
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| 13 |
Crowdsourcing Intelligence to Combat Terrorism: Harnessing Bottom-Up Collection to Prevent Lone-Wolf Terror Attacks
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In: DTIC (2015)
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| 14 |
Auditory Perception in an Open Space: Detection and Recognition
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In: DTIC (2015)
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| 15 |
Learning to Understand Natural Language with Less Human Effort
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In: DTIC (2015)
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| 16 |
Automated Essay Scoring: A Literature Review
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 40-64 (2015) (2015)
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Abstract:
In recent decades, large-scale English language proficiency testing and testing research have seen an increased interest in constructed-response essay-writing items (Aschbacher, 1991; Powers, Burstein, Chodorow, Fowles, & Kukich, 2001; Weigle, 2002). The TOEFL iBT, for example, includes two constructed-response writing tasks, one of which is an integrative task requiring the test-taker to write in response to information delivered both aurally and in written form (Educational Testing Service, n.d.). Similarly, the IELTS academic test requires test-takers to write in response to a question that relates to a chart or graph that the test-taker must read and interpret (International English Language Testing System, n.d.). Theoretical justification for the use of such integrative, constructed-response tasks (i.e., tasks which require the test-taker to draw upon information received through several modalities in support of a communicative function) date back to at least the early 1960’s. Carroll (1961, 1972) argued that tests which measure linguistic knowledge alone fail to predict the knowledge and abilities that score users are most likely to be interested in, i.e., prediction of actual use of language knowledge for communicative purposes in specific contexts.
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Keyword:
Ability testing; Applied inguistics; Communicative competence; Computer programs; Education; English language; Grading and marking; Language acquisition; P118-118.7; PE1-3729; Study of language; Teaching language; Testing; Writing
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URL: https://doi.org/10.7916/D8ZG74V2
https://doaj.org/article/cf9801e7882b4da8a7d972279152415f
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