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Reliability of spoken discourse in speakers with aphasia ...
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REVISITING PREDICTIVE POWER ANALYSES OF UZBEKISTAN MOD FOREIGN LANGUAGE APTITUDE TEST IN TERMS OF INTENSIVE ENGLISH LANGUAGE TRAINING SUCCESS ...
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The Author Naming Task: A newly-proposed measure for assessing print exposure ...
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24 |
Hmong Dialect Intelligibility in Southeastern Yunnan: An Analysis of Which Hmong Lects Are Most Understood and Accepted
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25 |
Student engagement with teacher written feedback on IELTS Writing Task 2 rehearsal essays
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Pearson, WS. - : University of Exeter, 2021. : Graduate School of Education, 2021
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26 |
Action verbal fluency in parkinson’s patients ; Fluência verbal de ação em pacientes com doença de Parkinson
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27 |
Social-pragmatic contextual comprehension in Italian preschool and school-aged children: A study using the Pragma Test
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28 |
Developing a Spoken Language Outcome Monitoring Procedure for Early Hearing Detection and Intervention Programs
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In: Electronic Thesis and Dissertation Repository (2021)
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29 |
Development of a new aphasia test for Vietnamese people (Vietnamese aphasia test)
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30 |
Ein Cloze Test zur Sprachstandserhebung portugiesischer L2 Lerner des Deutschen
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Abstract:
This study aims to test the feasibility of a research tool, a Cloze Test, developed to assess the proficiency of German as a second language (L2) in native speakers of European Portuguese (EP). The Cloze Test is a fill-in-the-gap test used as a tool to measure the participants’ proficiency of linguistic competence, taking into account their lexical, morphosyntactic and discursive knowledge of varying complexity levels. The research conducted presents a Cloze Test in German that was tested on a group of 37 adult native Portuguese speakers who have acquired German as L2 (mainly in a classroom environment). The results of this study indicate that this type of instrument allows to assess language proficiency as it presents a clear complexity hierarchy, with the potential to identify the different proficiency levels of the participants. Moreover, statistical correlations between test scores, self-assessments and extralinguistic input factors show that test scores correlate with both self-assessment and the type of L2 contact. The results are further discussed concerning the role of various input variables. The article ends with a discussion of some limitations of this study, while also highlighting future research to be conducted in this field. ; Der Cloze Test ist ein Lückentest zur Sprachstandserhebung, der lexikalisches, morphosyntaktisches und diskursives Wissen unterschiedlicher Komplexität berücksichtigt. Die vorliegende Studie stellt einen Cloze Test in deutscher Sprache vor, der an einer Gruppe von 37 erwachsenen portugiesischen Muttersprachlern getestet wurde, die Deutsch als Zweitsprache erworben haben. Die Ergebnisse zeigen, dass der Cloze Test eine klare Komplexitätshierarchie aufweist, die das Potential hat, die unterschiedlichen Sprachniveaus der Teilnehmer zu erfassen. Zudem zeigen statistische Korrelationen zwischen den Ergebnissen des Tests, den Selbsteinschätzungen und den extralinguistischen Inputfaktoren, dass die Testergebnisse sowohl mit der Selbsteinschätzung korrelieren als auch mit der Art des L2-Kontakts. Die Ergebnisse werden im Hinblick auf die Rolle der Inputvariablen im L2-Erwerb erörtert. Der Artikel weist abschließend auf mögliche Limitationen des Tests und adressiert zukünftige Forschungsfragen.
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Keyword:
Cloze Test; Deutsch als Zweitsprache; Educação de qualidade; German as a second language; Humanidades::Línguas e Literaturas; Input factors; Inputfaktoren; L2 acquisition; Language proficiency assessment; Selbstbewertung von Sprachkompetenzen; Self-assessment; Sprachstandserhebung; Zweitspracherwerb
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URL: http://hdl.handle.net/1822/75306 https://doi.org/10.34630/polissema.vi21.3815
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31 |
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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32 |
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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33 |
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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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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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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36 |
Critique du « complément de phrase »
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In: Corela, Vol 19 (2021) (2021)
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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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