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Applying the socio-cognitive framework: gathering validity evidence during the development of a speaking test ; Lessons and Legacy: A Tribute to Professor Cyril J Weir (1950–2018)
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Development of empirically driven checklists for learners’ interactional competence
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Validating speaking test rating scales through microanalysis of fluency using PRAAT
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Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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Researching metadiscourse markers in candidates’ writing at Cambridge FCE, CAE and CPE levels
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27 |
Effects of pre-task planning time on paired oral test performance
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28 |
Aspects of fluency across assessed levels of speaking proficiency
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29 |
Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test
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Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
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Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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Abstract:
Metadiscourse markers refer to aspects of text organisation or indicate a writer’s stance towards the text’s content or towards the reader (Hyland, 2004:109). The CEFR (Council of Europe, 2001) indicates that one of the key areas of development anticipated between levels B2 and C1 is an increasing variety of discourse markers and growing acknowledgement of the intended audience by learners. This study represents the first large-scale project of the metadiscourse of general second language learner writing, through the analysis of 281 metadiscourse markers in 13 categories, from 900 exam scripts at CEFR B2-C2 levels. The study employed the online text analysis tool Text Inspector (Bax, 2012), in conjunction with human analysts. The findings revealed that higher level writers used fewer metadiscourse markers than lower level writers, but used a significantly wider range of 8 of the 13 classes of markers. The study also demonstrated the crucial importance of analysing not only the behaviour of whole classes of metadiscourse items but also the individual items themselves. The findings are of potential interest to those involved in the development of assessment scales at different levels of the CEFR, or to teachers interested in aiding the development of learners. ; Cambridge English Funded Research Programme, 2012-13
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Keyword:
English language assessment; L2 writing
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URL: https://doi.org/10.1016/j.system.2019.02.010 http://hdl.handle.net/10547/623184
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33 |
Aspects of fluency across assessed levels of speaking proficiency
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34 |
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment
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The discourse of the IELTS Speaking Test : interactional design and practice
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Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
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Exploring performance across two delivery modes for the same L2 speaking test: face-to-face and video-conferencing delivery: a preliminary comparison of test-taker and examiner behaviour
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Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
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Investigating examiner interventions in relation to the listening demands they make on candidates in oral interview tests ; Emerging issues in the assessment of second language listening
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