| 41 |
The relationship between test-takers’ first language, listening proficiency and their performance on paired speaking tests
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| 42 |
Contrasting the oral and written narratives of six- and eight-year-old Canadian children
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Abstract:
This paper quantitatively examines grammatical complexity and lexical diversity in the oral and written narrative productions from a subsample of children, aged six and eight, includ-ed in Test of Early Language and Literacy (TELL: Phillips, Hayward & Norris, 2016) narrative norming sample. For the initial analysis of the data presented here, mean length of C-unit val-ues (MLCU) and percent dependent clauses were selected as measures of grammatical com-plexity, while number of different words and type-token ratio (TTR) values were used to meas-ure lexical diversity. Findings reinforce the use of MLCU as a primary gauge of narrative devel-opment, reflecting the growth of grammatically more complex clauses between the ages of six and eight. A significant relationship to age and modality was also demonstrated for TTR, adding support to its use to highlight areas of growth in productivity and lexical diversity. While current research on children’s narrative is focused on contrasting typical and clinical populations, tar-geted narrative analysis between age groups continues to provide insight into what indices are most efficacious for revealing typical growth, as MLCU and TTR have exhibited here. Keywords: children, oral narrative, written narrative, mean length of C-unit, type-token ratio, Test of Early Language and Literacy
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Keyword:
children; mean length of C-unit; oral narrative; Test of Early Language and Literacy; type-token ratio; written narrative
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URL: https://doi.org/10.7939/R3FQ9QM09
https://era.library.ualberta.ca/items/834a03f0-c149-429c-b933-21b8ea17df98
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| 43 |
Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension
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Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016
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| 44 |
Using The Mobile Application Evernote for Diagnostic Assessment to Enhance Foreign Language Proficiency
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| 45 |
An evaluation of a post-entry test: An item analysis using Classical Test Theory (CTT)
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In: Open Access Dissertations (2016)
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| 46 |
TOEFL Strategies: A Complete Guide to the iBT
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In: SHU Faculty Publications (2016)
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| 47 |
Speaking and Writing Strategies for the TOEFL iBT (2nd ed.)
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In: SHU Faculty Publications (2016)
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| 48 |
Avaliação de nivelamento no programa de português para estrangeiros da UFRGS : uma proposta de novos instrumentos avaliativos de leitura e escrita
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| 49 |
Sprachstandsfeststellung - eine Mixed-Methods Studie anhand der Profilanalyse und des C-Tests
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| 50 |
Minimal pair therapy as a method of improving oral English proficiency among non-native English language learners (ELLs)
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| 53 |
Short persistent sleep duration is associated with poor receptive vocabulary performance in middle childhood
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| 54 |
The productivity of ‘unnatural’ labial palatalization in Xhosa
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In: Nordlyd: Tromsø University Working Papers on Language & Linguistics, Vol 42, Iss 1 (2016) (2016)
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| 55 |
The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment
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In: ExELL (Explorations in English Language and Linguistics), Vol 4, Iss 1, Pp 41-57 (2016) (2016)
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| 56 |
Test Fairness in Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 54-59 (2016) (2016)
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| 57 |
Developing a c-test to measure language ability as an alternative to a skills-based test Ingrid Sarapuu, Ene Alas
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 237-252 (2016) (2016)
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| 58 |
The Educational Consequences of Language Proficiency for Young Children
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| 59 |
The Effects of Visual Input on Scoring a Speaking Achievement Test
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-23 (2016) (2016)
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| 60 |
LEARNERS’ PERSPECTIVES OF FACTORS INFLUENCING GAINS IN STANDARDIZED ENGLISH TEST SCORES
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In: TEFLIN Journal, Vol 27, Iss 1, Pp 63-81 (2016) (2016)
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