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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 5 6 7 8...17 Hits 61 – 80 of 332 61 Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account ... Lo, Carol Hoi Yee. - : Columbia University, 2016 BASE Show details 62 Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom ... Song, Gahye. - : Columbia University, 2016 BASE Show details 63 Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam ... Beltran, Jorge Luis. - : Columbia University, 2016 BASE Show details 64 An Interview with APPLE Lecture Speaker Professor Brian MacWhinney ... Akbar, Farah Sultana; Chen, Cheng-Ling; Sok, Sarah Y.. - : Columbia University, 2016 BASE Show details 65 Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching ... King, Allie Hope. - : Columbia University, 2016 BASE Show details 66 Evaluating a bilingual education program in Spain: the impact beyond foreign language learning Anghel, Brindusa; Carro, Jesús M.; Cabrales Goitia, Antonio. - : Wiley, 2016 BASE Show details 67 Vocabulary acquisition in study abroad and formal instruction: an investigation on oral and written lexical development Zaytseva, Victoria. - : Universitat Pompeu Fabra, 2016 In: TDX (Tesis Doctorals en Xarxa) (2016) BASE Show details 68 Becoming foreign language teaching assistants: a case and action research study of a university course Hursh, David W. (1948 - ); Palermo-Biggs , Michelle A.. - : University of Rochester, 2016 BASE Show details 69 THE ROLE OF RULES, EXAMPLES AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION OF DECLARATIVE AND PROCEDURAL SECOND LANGUAGE KNOWLEDGE Kachinske, Ilina. - 2016 BASE Show details 70 Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States Xiaodong Zhang In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 60-63 (2016) (2016) BASE Show details 71 Commentaries on Validity Issues in Foreign and Second Language Assessment Fred S. Tsutagawa; Yuna Seong In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp i-iii (2016) (2016) Abstract: In empirical applied linguistics research, the primary goal and concern is to operationalize key variables (i.e., measured constructs) in a valid and reliable way, generate scores for the measured variables through quantitative and/or qualitative means (e.g., various kinds of pre- or posttests, surveys, or coded observations), treat those scores appropriately, and allow for proper hypothesis testing of the research questions under investigation (Purpura, Brown, & Schoonen, 2015, p. 37). If the consequences of the research are “low stakes” in that the participants in the study are generally not directly impacted by the results (i.e., decisions are not made on the results to either advance or demote them in some way), the research can be published, our knowledge and understanding of the phenomenon in question deepened, and the story can essentially end there. But if there are important “high stakes” decisions to be made about the participants based on the results, decisions that can potentially impact their lives directly, it becomes imperative that our procedures and theoretical constructs have been thoroughly examined and are valid. That is why in the subfield of second and foreign language assessment, where high stakes decisions such as university admission or classification as an English language learner (ELL) in the U.S. K-12 public school system do take place based on the various test results, a higher standard needs to be adhered to in the development and implementation of the test instruments, potential interpretations of the results, and any possible subsequent uses of the results. Consequently, in second and foreign language testing, validation frameworks have been thoroughly developed and discussed to ensure that best measurement practices and high professional standards are followed (American Educational Research Association [AERA], American Psychological Association [APA], and the National Council on Measurement in Education [NCME], 1985, 2014), and that is why second/foreign language testers subject test scores to rigorous validity evaluation so that claims made about the measured constructs can be deemed meaningful and appropriate for their intended purpose(s), and their intended use and interpretation in decision making can also be justified (Purpura et al., 2015). Keyword: Applied linguistics; Assessment evaluation; Educational tests; English language; Foreign language acquisition; Language acquisition; Language assessment; P118-118.7; PE1-3729; Second language acquisition; Validation frameworks URL: https://doaj.org/article/25f708d928b14c71b3da05ff90729966 https://doi.org/10.7916/D8DZ1M8T BASE Hide details 72 Deutsche Grammatik in Kontakt : Deutsch als Zweitsprache in Schule und Unterricht Köpcke, Klaus-Michael; Ziegler, Arne. - Berlin [u.a.] : De Gruyter, 2015 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 73 Cognitive linguistics and sociocultural theory : applications for second and foreign language teaching Masuda, Kyoko; Arnett, Carlee; Labarca, Angela. - Berlin [u.a.] : De Gruyter, 2015 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 74 L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts Meier, Amanda. - 2015 BASE Show details 75 L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts ... Meier, Amanda. - : Columbia University, 2015 BASE Show details 76 Speaking anxiety among Saudi ESL learners studying in Australia Al Yami, Abeer. - : Australia : Macquarie University, 2015 BASE Show details 77 Una propuesta de adaptación del Marco Europeo para los ESL Serra i Bonet, Josep Maria; Oller, Judith; Coelho, Elizabeth. - : Universitat Autònoma de Barcelona. Facultat de Ciències de l'Educació, 2015 BASE Show details 78 Una propuesta de adaptación del Marco Europeo para los ESL Oller, Judith; Coelho, Elizabeth; Serra i Bonet, Josep Maria. - : Universitat Autònoma de Barcelona. Facultat de Ciències de l'Educació, 2015 BASE Show details 79 Una propuesta de adaptación del Marco Europeo para los ESL Serra i Bonet, Josep Maria; Coelho, Elizabeth; Oller, Judith. - : Universitat Autònoma de Barcelona. Facultat de Ciències de l'Educació, 2015 BASE Show details 80 Una propuesta de adaptación del Marco Europeo para los ESL Coelho, Elizabeth; Oller, Judith; Serra i Bonet, Josep Maria. - : Universitat Autònoma de Barcelona. Facultat de Ciències de l'Educació, 2015 BASE Show details Page: 1 2 3 4 5 6 7 8...17

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