61 |
Social Interaction and L2 Classroom Discourse
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 68-71 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
62 |
Enhancing the Role of Meaning in the L2 Classroom: A Cognitive Linguistics Perspective
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 51-53 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
63 |
Strategic Competence and L2 Speaking Assessment
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 13-24 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
64 |
CMC and Face-to-face Communication in L2 Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 23-24 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
65 |
Rethinking for Second Language Speaking
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 1-21 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
66 |
Learning-Oriented Assessment: The Contextual Dimension
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 41-43 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
67 |
Learning-Oriented Assessment: The Proficiency Dimension
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 44-46 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
68 |
Paired and Group Oral Assessment
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 68-83 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
69 |
Extended Implications of Technology in Second Language Teaching and Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 27-29 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
70 |
First Language Influence and Fossilization in Second Language Vocabulary Acquisition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 65-67 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
71 |
Focus on Multilingualism: More Dots to Connect
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 39-41 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
72 |
Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 99-114 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
73 |
Instructed SLA and Task-Based Language Teaching
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 57-59 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
74 |
Learning-Oriented Assessment: An Introduction
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 38-40 (2015) (2015)
|
|
Abstract:
Traditionally, second or foreign (L2) language assessment has been mainly viewed as the product of large-scale proficiency exams or end-of-term summative tests intended to provide external measures of L2 ability (Turner & Purpura, 2015). To anyone who has taken an L2 test, it often appears that summative assessments “serve to catch learners out and to emphasize their weaknesses, rather than to ensure that every learner has the best set of opportunities to demonstrate their abilities” (Lyons & Tavares, 2011, p. 32). It is no wonder then that stemming in part from the social constructivist theories popularized in the 1970s, the notion of formative assessment (FA) has steadily gained traction for L2 testers, teachers, and researchers who recognize that assessment can and should play a role in learning so that every learner will be able to best demonstrate their abilities.
|
|
Keyword:
Applied linguistics; Assessment; Education; Educational tests and measurements; ELA; English language; English language acquisition; Language acquisition; P118-118.7; PE1-3729; Psychology of learning; Second language acquisition; SLA
|
|
URL: https://doaj.org/article/1ba344e8b237496585c9c0931ae74577 https://doi.org/10.7916/D8FN1JVT
|
|
BASE
|
|
Hide details
|
|
75 |
L2 Learner-Made Formulaic Expressions and Constructions
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 1-18 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
76 |
The Selective Fossilization Hypothesis: A Revitalization of the Construct of Markedness in Second Language Acquisition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 48-51 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
|