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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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| 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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Abstract:
This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record. ; Using a Chinese Word Associates Test (WAT-C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners’ reading comprehension. Results showed no significant effects of word frequency, word class (i.e., adjectives vs. verbs), and type of association relationships (i.e., paradigmatic vs. syntagmatic) on learners’ WAT-C performance. More important, vocabulary depth was found to be a significant and unique predictor of reading comprehension over and above vocabulary size. On the other hand, the relative contributions of vocabulary depth and size depended on what types of texts were read and what comprehension skills were assessed. Specifically, for the long passage comprehension task with questions testing literal comprehension, vocabulary size was a more important predictor, whereas for the short passage comprehension task with questions testing inferencing, vocabulary depth was a more important predictor. These findings were discussed in light of the different levels of lexical complexity between the short and long passages and the different cognitive processing demands the questions of the two comprehension tasks placed on learners.
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Keyword:
Chinese as a second/foreign language; reading comprehension; vocabulary depth; vocabulary size; Word Associates Test
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URL: https://doi.org/10.1111/flan.12225
http://hdl.handle.net/10871/28122
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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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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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Sprachstandsfeststellung - eine Mixed-Methods Studie anhand der Profilanalyse und des C-Tests
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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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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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