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Hits 181 – 200 of 111.397
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Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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"El inglés me hizo sentirme orgulloso de mí mismo" : La evolución de las identidades imaginadas de los estudiantes de Grado de Educación Primaria en inglés
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The Invisibility Aspect in Language Acquisition Among Native American ELLs
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In: Thinking Matters Symposium (2022)
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Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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Parenting of 1.5 generation Chinese Americans’ parents: A case study
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In: Journal of Global Education and Research (2022)
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How do L2 student moderators facilitate a peer-led discussion forum?
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Acoustic features of dysphonic speech vs normal speech in New Zealand English speakers
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Managing data for integrated speech corpus analysis in SPeech Across Dialects of English (SPADE)
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Towards the new construct of academic English in the digital age
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Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
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Abstract:
A list of language functions is usually included in task-based speaking test specifications as a useful tool to describe target output language of test-takers, to define TLU domains, and to specify task demands. Such lists are, however, often constructed intuitively and they also tend to focus solely on the types of function to be elicited and ignore the ways in which each function is realised across different levels of proficiency (Green, 2012). The study reported in this chapter is a part of a larger-scale test revision project for Trinity’s Integrated Skills in English (ISE) spoken examinations. Analysing audio-recordings of 32 performances on the ISE spoken examination both quantitatively and qualitatively, the aims of this study are (a) to empirically validate lists of language functions in the test specifications of the operational, large-scale, task-based examinations, (b) to explore the usefulness and potential of function analysis as a test task validation method, and (c) to contribute to a better understanding of varied test-taker language that is used to generate language functions.
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Keyword:
language testing; speaking; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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URL: https://doi.org/10.1007/978-981-16-4226-5 http://hdl.handle.net/10547/625331
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Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
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A tale of two committees: Newbolt illuminated through the Cox models ; The New Newbolt Report: One Hundred Years of Teaching English in England
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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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On the move: music and english together lead to effective CLIL ; En movimiento: música, inglés, AICLE efectivo
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Linguistic Varieties in Homegoing: Translating the Other’s Voice into Spanish
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Formación específica en AICLE en Educación Física para mejorar el tiempo de compromiso motor ; Specific Training in Clil in Physical Education to Improve Motor Engagement Time
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Attitudes towards regional British accents in EFL teaching: Student and teacher perspectives
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Perceptual Training Effects on the Perception and Production of L2 English Vowels by L1 Greek-Cypriot Learners
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Pre-modified Noun Phrases in a Comprehension-Based Approach to EFL at University Level
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“A better me”: Using acoustically modified learner voices as models
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Henderson, Alice J.; Skarnitzl, Radek. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2022
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