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Second Language Pronunciation Teaching: Insights from Research
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| 2 |
Teacher Knowledge as Context
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 42-45 (2015) (2015)
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| 3 |
Multilingual Competence
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 55-56 (2015) (2015)
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Learning-Oriented Assessment: The Contextual Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 41-43 (2015) (2015)
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Learning-Oriented Assessment: The Proficiency Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 44-46 (2015) (2015)
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Abstract:
The proficiency dimension of the learning-oriented assessment (LOA) framework addresses the specific linguistic and content knowledge, skills, and abilities (KSAs) possessed by L2 learners -it is the substance, or the “what” of teaching and learning. It raises questions such as: What do learners know? What are they expected to know? What do they actually know (Turner & Purpura, 2015). Proficiency is often conceptualized through theoretical models of L2 ability, such as Lado’s (1961) “Skills-and-Elements” model, Bachman and Palmer’s (1996) model of communicative language ability, and Purpura’s (2004) conceptualization of L2 Proficiency. These proficiency models attempt to identify how KSAs are situated in the minds of learners. In addition to these models, the proficiency dimension also examines the dynamic role of learner proficiency by asking how KSAs change and may be tracked over time.
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Keyword:
Ability testing; Applied linguistics; Education; ELA; English language; English language acquisition; Foreign speakers; Language acquisition; Language and languages; Languages; Methodology; P118-118.7; PE1-3729; Second language acquisition; SLA; Student-centered learning
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URL: https://doaj.org/article/258f2013b3d04af7b23a4c248ca4e632
https://doi.org/10.7916/D8Q5327C
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Linguistics in the preparation of modern foreign language teachers /
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486659819559147 (1971)
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