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sj-pdf-1-ltj-10.1177_02655322211032873 – Supplemental material for Aptis test review ...
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sj-pdf-1-ltj-10.1177_02655322211032873 – Supplemental material for Aptis test review ...
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Facilitating Willingness to Communicate (WTC): Communication for Academic and Social Life (CASL)
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In: Theses and Dissertations Available from ProQuest (2017)
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Abstract:
Much has been written about learner Willingness to Communicate (WTC) in a second language. Multiple factors, including anxiety, motivation, personality, and context, have been identified as contributing to language learners' willingness (or lack thereof) to attempt to communicate in a second language. Current research has identified these factors, yet there has been very little work done on how to facilitate WTC in learners or provide instructors with specific strategies and tools to utilize in the classroom. This thesis will undertake a historical overview of the development of WTC theory, examine the main antecedents to WTC, and finally examine current research to discover recommended classroom practices, then proposes a tool called communication for academic and social life (CASL) that university EAP instructors and students can use to develop WTC in classroom and social contexts. I will discuss how to introduce and implement CASL, then examine several scenarios to see how CASL can be used by learners and instructors to promote communication in a variety of contexts, both in and out of class.
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Keyword:
English as a Second Language|Curriculum development
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URL: https://docs.lib.purdue.edu/dissertations/AAI10680685
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Objectives, Goals, and Formative Assessment in the Oral English Proficiency Program
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In: Theses and Dissertations Available from ProQuest (2017)
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Measuring fluency: Temporal variables and pausing patterns in L2 English speech
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In: Theses and Dissertations Available from ProQuest (2016)
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Developing L2 reading fluency: Implementation of an assisted repeated reading program with adult ESL learners
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In: Theses and Dissertations Available from ProQuest (2016)
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Second language writing instructor written feedback practices in an ESL freshman composition class: A complexity theory perspective
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In: Theses and Dissertations Available from ProQuest (2015)
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The processing of formulaic language on elicited imitation tasks by second language speakers
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In: Theses and Dissertations Available from ProQuest (2015)
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Making the cut: Indiana school accountability and English learner test performance
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In: Theses and Dissertations Available from ProQuest (2014)
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Effects of pragmatic task features, English proficiency, and learning setting on Chinese ESL/EFL spoken performance of requests
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In: Theses and Dissertations Available from ProQuest (2014)
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Relationships between lexical proficiency and L2 oral proficiency
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In: Theses and Dissertations Available from ProQuest (2014)
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Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles
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In: Theses and Dissertations Available from ProQuest (2014)
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Accountability Lessons for Indiana Schools Serving English Learners
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In: INTESOL Journal; Vol. 11 No. 1 (2014) ; 2373-8936 (2014)
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Development and implementation of an ESL classroom assessment of face-to-face conversational interaction
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In: Theses and Dissertations Available from ProQuest (2012)
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A many-facet Rasch analysis of rater effects on an Oral English Proficiency Test
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In: Theses and Dissertations Available from ProQuest (2010)
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The relationships between oral fluency, multiword units, and proficiency scores
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In: Theses and Dissertations Available from ProQuest (2008)
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