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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 9...11 Hits 81 – 100 of 220 81 Weighting Patterns and Rater Variability in an English as a Foreign Language Speaking Test Cai, Hongwen. - : eScholarship, University of California, 2012 In: Cai, Hongwen. (2012). Weighting Patterns and Rater Variability in an English as a Foreign Language Speaking Test. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/4cp5916t (2012) BASE Show details 82 Justifying the Use of a Second Language Oral Test as an Exit Test in Hong Kong: An Application of Assessment Use Argument Framework Jia, Yujie. - : eScholarship, University of California, 2012 In: Jia, Yujie. (2012). Justifying the Use of a Second Language Oral Test as an Exit Test in Hong Kong: An Application of Assessment Use Argument Framework. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/4s06v20w (2012) BASE Show details 83 Testdiagnostik der Lese-Rechtschreibschwäche:Hamburger Schreibprobe und Salzburger Rechtschreibtest im Vergleich Wehr, S. (Sebastian). - 2012 BASE Show details 84 Maximizing the positive effects of the new Korean National English Ability Test (NEAT) on English language education in Korea through task-based instruction Hwang, ARam. - 2012 BASE Show details 85 Taiwanese university students’ beliefs about language learning and strategy use in an EFL exit test environment Kao, Tung-Wei. - 2012 Abstract: text ; To understand learners’ beliefs about language learning and strategy use in an EFL exit test environment, this study investigated Taiwanese university students’ language learning beliefs; EFL exit test beliefs; language learning, test-preparation, and test-taking strategies; the relationships among their beliefs and strategy use; and the differences in students’ beliefs and strategy use according to their major, gender, grade level, entrance exam English score, and EFL exit test experience. A total of 518 Taiwanese university students participated in the questionnaire study. Two major instruments were developed and used to measure students’ beliefs and strategy use in the Taiwanese EFL exit test context: (1) the Belief about Language Learning in an EFL Exit test Context (BALLIEETC), and (2) the Strategy Inventory for Language Learning in an EFL Exit test Context (SILLEETC). Analysis of the questionnaire data involved descriptive statistics, factor analysis, canonical correlation analysis, and multivariate analysis of variance. The questionnaire results suggested the following: (1) students believed in the importance of speaking English well, repeating and practicing, learning vocabulary words, acquiring excellent pronunciation, and correcting errors; (2) students primarily used memory, cognitive, compensation, metacognitive, test-preparation, and test-taking strategies to learn English, prepare for the EFL exit test, and take the test; (3) students’ beliefs were associated with their strategy use; (4) English majors had stronger beliefs and higher levels of strategy use than non-English majors; (5) students with higher entrance exam English scores had stronger beliefs and higher levels of strategy use than those of lower scores; (6) college seniors believed more in foreign language aptitude and use test-taking strategies more often than freshmen; (7) students who had taken and passed an EFL exit test had stronger beliefs and higher levels of strategy use than those who had not taken a test. The results of this study support an association between learners’ beliefs and strategy use. Understanding students’ beliefs about language learning and the EFL exit test, as well as their use of language-learning, test-preparation, and test-taking strategies, may enable EFL teachers to help students develop effective language learning, test-preparation, and test-taking strategies and improve their English abilities and EFL exit test performance. The field of second language acquisition may also benefit from insights into students’ beliefs and their use of strategies in an EFL exit test environment. The EFL exit test may affect students’ beliefs about language learning and strategy use, such as their having stronger beliefs about the importance of vocabulary and higher levels of memory strategy use. ; Foreign Language Education Keyword: Beliefs about EFL exit test; EFL exit test; Language learning strategies; Learner beliefs about language learning; Test-preparation strategies; Test-taking strategies URL: http://hdl.handle.net/2152/ETD-UT-2012-08-6168 BASE Hide details 86 Test für phonologische Bewusstheitsfähigkeiten : TPB Fricke, Silke. - Idstein : Schulz-Kirchner, 2011 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 87 Frühprognose schulischer Kompetenzen Hasselhorn, Marcus; Schneider, Wolfgang. - Göttingen [u.a.] : Hogrefe, 2011 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 88 Čitaem?, čitaem.,čitaem! : gotovimsja k testu; posobie po čteniju ; [B1 - B2 Predtečenskaja, E. A.. - Moskva : Russkij Jazyk KURSY, 2011 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 89 ESGRAF-MK : Evozierte Diagnostik grammatischer Fähigkeiten für mehrsprachige Kinder ; mit 16 Abbildungen und 17 Tabellen ; mit Diagnostik-Software auf CD-ROM Motsch, Hans-Joachim. - München [u.a.] : Reinhardt, 2011 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 90 Qualitative Rechtschreibdiagnostik in der Sekundarstufe I : zur empirischen Identifikation von Entwicklungsniveaus auf Basis der Definition der Lauttreue nach Reuter-Liehr Martinez Méndez, Rebekka. - 2011 BLLDB UB Frankfurt Linguistik Show details 91 Language testing : theories and practices O'Sullivan, Barry; Kiely, Richard; Graham, Suzanne. - Basingstoke [u.a.] : Palgrave Macmillan, 2011 BLLDB UB Frankfurt Linguistik Show details 92 Entwicklung und Evaluierung eines Untersuchungsinstruments in der Erstsprache von vierjährigen Kindern mit Migrationshintergrund im Rahmen einer Sprachentwicklungsstudie in Hessen Löffler, Amelie. - 2011 BLLDB UB Frankfurt Linguistik Show details 93 ESGRAF-MK : evozierte Diagnostik grammatischer Fähigkeiten für mehrsprachige Kinder ; mit 17 Tabellen ; mit Diagnostik-Software auf CD-ROM Motsch, Hans-Joachim. - München [u.a.] : Reinhardt, 2011 BLLDB UB Frankfurt Linguistik Show details 94 Vers un outil d'évaluation du langage préscolaire et détecteur de préalables pour l'éducation de base au Cameroun en cas de retard de langage Takam Taguemné, Aurélie. - 2011 BASE Show details 95 Strategic attention in language testing : metacognition in a yes/no business English vocabulary test Thoma, Dieter. - Frankfurt am Main [u.a.] : Lang, 2011 BLLDB UB Frankfurt Linguistik Show details 96 Examining speaking : research and practice in assessing second language speaking Khalifa, Hanan; Field, John; Salamoura, Angeliki. - Cambridge [u.a.] : Cambridge Univ. Press, 2011 BLLDB UB Frankfurt Linguistik Show details 97 Frühprognose schulischer Kompetenzen Hasselhorn, Marcus (Hrsg.). - Göttingen [u.a.] : Hogrefe, 2011 UB Frankfurt Linguistik Show details 98 Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners Rios, Joseph A.. - : eScholarship, University of California, 2011 In: Rios, Joseph A.(2011). Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/3j75b8bm (2011) BASE Show details 99 Measuring implicit and explicit attitudes toward foreign-accented speech Pantos, Andrew J.. - 2011 BASE Show details 100 On the relationship between Theory of Mind and language Höfler, Susanne. - 2011 BASE Show details Page: 1 2 3 4 5 6 7 8 9...11

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