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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 41 – 60 of 71 41 Assessment For Learning: The Role of Feedback Elizabeth Böttcher In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 48-49 (2015) (2015) BASE Show details 42 Some Unresolved Issues in an ELT New Media Age: Towards Building an Interlanguage Semantics Larry Selinker In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 4-5 (2015) (2015) BASE Show details 43 An Interview with APPLE Lecture Speaker Professor Alister Cumming Rongchan Lin; Yuna Seong; Catherine Box In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 44-45 (2015) (2015) BASE Show details 44 Introduction: The Multilingual Prism EunYoung Kang; Natalia Sáez In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp i-iii (2015) (2015) BASE Show details 45 Teaching English Language Learners through Technology Danielle Madrazo In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 63-66 (2015) (2015) BASE Show details 46 Future Directions in Pragmatics Assessment Fred S. Tsutagawa In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 43-45 (2015) (2015) Abstract: While the discussion of the importance of pragmatic ability arguably begins with Lado (1961), the idea of sociolinguistic or pragmatic competence has been widely recognized as one of four vital communicative competencies since Canale and Swain (1980) and Canale (1983) first introduced their seminal paper on communicative competence over three decades ago. Since then, language testers such as Bachman (1990), Bachman and Palmer (1996), and Purpura (2004) have proposed subsequent models of communicative language ability (CLA) where pragmatic knowledge is featured prominently, but interestingly, the assessment of pragmatic knowledge and ability is still relatively nascent in terms of its research and development. One reason for this is because the measurement of pragmatic knowledge is inherently complex, especially since “one utterance can simultaneously encode multiple pragmatic meanings, and many times, without asking the speaker[s], it is difficult to determine which meanings were implied…[and] which meanings were actually understood” (Purpura, 2004, p. 77). As a result, most pragmatic research has tended to focus on a narrow but more quantifiable band of functional pragmatic topics such as polite and impolite speech, complimenting, use of discourse markers (Rose & Kasper, 2001), and other pragmatic tasks such as apologizing, complaining, giving advice, and inviting that are common in many ESL/EFL textbooks (Vellenga, 2004). But actual “tests of pragmatic ability are few and far between” (Kasper & Rose, 2001, p. 9), with many of the above studies employing written response formats that fail to capture the richness and unplanned nature of authentic discourse. Advances in technology, however, may possibly bridge some of the limitations that have been observed in the pragmatics testing literature thus far. Keyword: Ability testing; Applied linguistics; CLA; Communicative language ability; Education; English language; Foreign speakers; Language acquisition; Language and languages; P118-118.7; PE1-3729; Pragmatics; Pragmatics assessment; Sociolinguistics; Study of language; Teaching language; Technological innovations URL: https://doaj.org/article/a71debcd2cf54879a940fd1cc52edb0e https://doi.org/10.7916/D8SF37TF BASE Hide details 47 Input, interaction, and corrective feedback in L2 learning Natalia Sáez; Rodrigo Segovia In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015) (2015) BASE Show details 48 Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms Mi Sun Park In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 50-52 (2015) (2015) BASE Show details 49 Multilingualism and the Holistic Approach to Multilingual Education Cheng-Ling Alice Chen In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 45-46 (2015) (2015) BASE Show details 50 Written Corrective Feedback: A Review of Studies since Truscott (1996) Yuan-Yuan Meng In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015) BASE Show details 51 Classroom-based Language Assessment: The Case of TAFL Nesrine Basheer In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 53-54 (2015) (2015) BASE Show details 52 Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction Drew S. Fagan In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015) BASE Show details 53 Book Review of Video in Qualitative Research: Analysing Social Interaction in Everyday Life Tara E. Tarpey In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 50-54 (2015) (2015) BASE Show details 54 The Critical Period Hypothesis: Support, Challenge, and Reconceptualization Andy Schouten In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-16 (2015) (2015) BASE Show details 55 Strategic Competence and L2 Speaking Assessment Yuna Seong In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 13-24 (2015) (2015) BASE Show details 56 Speech Characteristics of Japanese Speakers Affecting American and Japanese Listener Evaluations Atsuko Kashiwagi; Michael Snyder In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 1-14 (2015) (2015) BASE Show details 57 CMC and Face-to-face Communication in L2 Learning Zehua Liu In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 23-24 (2015) (2015) BASE Show details 58 “He Is No Different from Other Men”: Complimenting and Responding to Compliments through Membership Categorization Practices Gahye Song In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 29-32 (2015) (2015) BASE Show details 59 Ensuring Effective Second Language Learning via CALL Yayun Anny Sun In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 33-34 (2015) (2015) BASE Show details 60 What Is Criterion and e-rater, and How Can They Be Used in a Classroom? Youngsoo Song In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 41-41 (2015) (2015) BASE Show details Page: 1 2 3 4

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