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This book provides an overview of current trends and practices in
English Language Teaching (ELT) across the European Union. It
offers insights into key ELT issues which are at the forefront of
twenty-first-century classrooms. It discusses theoretical and
empirical work based on topics such as linguistic imperialism,
English as a Medium of Instruction, contrastive language analysis,
and the interplay between English and the use of countries’
respective native languages. It also explores the challenges
of English Language Teaching under different circumstances such as,
while using different technological platforms, working with
different learner groups (those with Special Educational Needs) and
revising traditional practices in grammar and vocabulary teaching.
Throughout the book, the link between policy, theory and practice
is explicitly highlighted and exemplified. The book is of interest
to ELT instructors, course designers, language teachers and teacher
trainers, and students enrolled in pre-service English training
courses.
This edited book brings together contributions from different
educational contexts across the Middle East and North Africa (MENA)
in order to explore how L2 English writing is assessed. Across
seven MENA countries, the book covers aspects of practice
including: task design and curriculum alignment, test
(re)development, rubric design, the subjective decision making that
underpins assessing students' writing and feedback provision,
learner performance and how research methods help shed light on
initiatives to improve student writing. In such coverage, chapter
authors provide concrete evidence of how assessment practice is
governed by their unique context, yet also influenced by
international standards, trends and resources. This book will be of
interest to second language teachers, assessors and programme
developers as well as test designers and evaluators.
This edited book brings together contributions from different
educational contexts across the Middle East and North Africa (MENA)
in order to explore how L2 English writing is assessed. Across
seven MENA countries, the book covers aspects of practice
including: task design and curriculum alignment, test
(re)development, rubric design, the subjective decision making that
underpins assessing students' writing and feedback provision,
learner performance and how research methods help shed light on
initiatives to improve student writing. In such coverage, chapter
authors provide concrete evidence of how assessment practice is
governed by their unique context, yet also influenced by
international standards, trends and resources. This book will be of
interest to second language teachers, assessors and programme
developers as well as test designers and evaluators.
Quantitative corpus research on written language development has
expanded rapidly in recent years, assisted by the ever-increasing
power and accessibility of software capable of reliably analysing
huge collections of learner writing. For this work to reach its
full potential, it is important that researchers have a strong
understanding of its methodological foundations and of the existing
empirical evidence base on which it can build. This book provides
the most comprehensive discussion to date of research in this area.
Covering both first and second language learning contexts, it sets
out a coherent theoretical framework and systematically reviews
studies published over the last seventy years in order to establish
what such research has taught us about written language
development, what it hasn't taught us, and what we should do next.
Timely and original, this is an essential reference work for
academic researchers and students of first and second language
writing.
This Element explores relationships between collocations, writing
quality, and learner and contextual variables in a first-year
composition (FYC) programme. Comprising three studies, the Element
is anchored in understanding phraseological complexity and its
sub-constructs of sophistication and diversity. First, the authors
look at sophistication through association measures. They tap into
how these measures may tell us different types of information about
collocation via a cluster analysis. Selected measures from this
clustering are used in a cumulative links model to establish
relationships between these measures, measures of diversity and
measures of task, the language background of the writer and
individual writer variation, and writing quality scores. A third
qualitative study of the statistically significant predictors helps
understand how writers use collocations and why they might be
favoured or downgraded by raters. This Element concludes by
considering the implications of this modelling for assessment.
Quantitative corpus research on written language development has
expanded rapidly in recent years, assisted by the ever-increasing
power and accessibility of software capable of reliably analysing
huge collections of learner writing. For this work to reach its
full potential, it is important that researchers have a strong
understanding of its methodological foundations and of the existing
empirical evidence base on which it can build. This book provides
the most comprehensive discussion to date of research in this area.
Covering both first and second language learning contexts, it sets
out a coherent theoretical framework and systematically reviews
studies published over the last seventy years in order to establish
what such research has taught us about written language
development, what it hasn't taught us, and what we should do next.
Timely and original, this is an essential reference work for
academic researchers and students of first and second language
writing.
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Paperback
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R398
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Discovery Miles 3 300
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