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Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction
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104 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition ...
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106 |
Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction ...
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107 |
Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility
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In: Graduate Theses and Dissertations (2015)
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109 |
From motivation to emotion: a new chapter in applied linguistics research
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In: Centre for Teaching and Learning (2015)
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110 |
Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies
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In: International Journal of Qualitative Methods; Vol 14, No 2 (2015): Special Issue - Mixed Methods; 104-121 ; 1609-4069 (2015)
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111 |
O ensino de língua inglesa nos primeiros anos do ensino fundamental: uma abordagem transdisciplinar
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112 |
THE EFFECTS OF A NEW METHOD OF INSTRUCTION ON THE PERCEPTIONS OF APPALACHIAN ENGLISH
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In: Theses and Dissertations--Linguistics (2015)
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113 |
The nature of language learners' beliefs: A half-told story
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114 |
Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books
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115 |
The multicultural, multilingual, and transnational Non- Native English Speaking Teacher
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In: Ana Solano-Campos (2015)
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116 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
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117 |
Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
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118 |
Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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Abstract:
The nature of second language (L2) reading ability is extremely complex and its components are yet to be agreed upon. The current study hypothesized that L2 reading ability consists of (1) reading for literal meaning (LIT), (2) reading for implied meaning with endophoric reference (IMP-EN), and (3) reading for implied meaning with exophoric reference (IMP-EX). In addition, different reading passages were assumed to affect test performance in varying degrees. Participants were 298 incoming students to an adult English as a second language (ESL) program. They took a reading placement test consisting of four reading passages and 30 items. Participants’ reading scores were analyzed using the confirmatory factor analysis (CFA) approach in structural equation modeling (SEM). Findings suggest that L2 reading ability consists of the three constructs of LIT, IMP-EN, and IMP-EX. Moreover, the three reading constructs are on a continuum with LIT having the most direct relationship between the text and the response, while IMP-EX having the most indirect relationship. However, reading passages did not have a significant influence on test performance.
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Keyword:
Ability testing; Applied linguistics; CFA; Confirmatory factor analysis; Education; Endophoric reference; English as a second language; English language; ESL; Foreign speakers; IMP-EN; L2; Language acquisition; P118-118.7; PE1-3729; Reading; Reading comprehension; Research; Second language; Study of language; Teaching language
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URL: https://doaj.org/article/bc38a0a5341d4413be56a415d855efcb https://doi.org/10.7916/D8HQ3ZFG
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119 |
Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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120 |
Communication Disorders in Spanish Speakers: Theoretical, Research, and Clinical Aspects
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
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