|
Showing 1 - 8 of
8 matches in All Departments
This innovative, timely text introduces the theory and research of
critical approaches to language assessment, foregrounding ethical
and socially contextualized concerns in language testing and
language test validation in today’s globalized world. The editors
bring together diverse perspectives, qualitative and quantitative
methodologies, and empirical work on this subject that speak to
concerns about social justice and equity in language education,
from languages and contexts around the world – offering an
overview of key concepts and theoretical issues and field-advancing
suggestions for research projects. This book offers a fresh
perspective on language testing that will be an invaluable resource
for advanced students and researchers of applied linguistics,
sociolinguistics, language policy, education, and related fields
– as well as language program administrators.
This innovative, timely text introduces the theory and research of
critical approaches to language assessment, foregrounding ethical
and socially contextualized concerns in language testing and
language test validation in today’s globalized world. The editors
bring together diverse perspectives, qualitative and quantitative
methodologies, and empirical work on this subject that speak to
concerns about social justice and equity in language education,
from languages and contexts around the world – offering an
overview of key concepts and theoretical issues and field-advancing
suggestions for research projects. This book offers a fresh
perspective on language testing that will be an invaluable resource
for advanced students and researchers of applied linguistics,
sociolinguistics, language policy, education, and related fields
– as well as language program administrators.
This volume features the latest research findings on L2
interactional competence to demonstrate the potential for
developing and implementing research-based pedagogy that targets
interactional competence (IC) in early instruction in a variety of
L2 learning and teaching contexts. Incorporating contributions from
both leading and emerging researchers in the area, the book is
organized into four sections to provide a systematic account of
interactional competence, defined as a set of skills required to
co-construct an effective interaction with a variety of
interlocutors in a variety of settings, and advocates for IC to be
part of a well-rounded curriculum of L2 instruction. The volume
provides a comprehensive overview of the different theoretical
perspectives on IC within Conversation Analysis, and moves into a
discussion of conversation-analytic research findings from a
variety of contexts and of their pedagogical implications.The book
then presents examples of pedagogy in practice and also illustrates
the potential for implementing IC in testing settings. This volume
makes a valuable contribution to the growing literature on
interactional competence and will be of particular interest to
graduate students and researchers in applied linguistics, SLA,
language education, curriculum and instruction studies, and
educational linguistics. Chapter 13 of this book is freely
available as a downloadable Open Access PDF under a Creative
Commons Attribution-Non Commercial-No Derivatives 4.0 license:
https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9781138038998_oachapter13.pdf
This volume features the latest research findings on L2
interactional competence to demonstrate the potential for
developing and implementing research-based pedagogy that targets
interactional competence (IC) in early instruction in a variety of
L2 learning and teaching contexts. Incorporating contributions from
both leading and emerging researchers in the area, the book is
organized into four sections to provide a systematic account of
interactional competence, defined as a set of skills required to
co-construct an effective interaction with a variety of
interlocutors in a variety of settings, and advocates for IC to be
part of a well-rounded curriculum of L2 instruction. The volume
provides a comprehensive overview of the different theoretical
perspectives on IC within Conversation Analysis, and moves into a
discussion of conversation-analytic research findings from a
variety of contexts and of their pedagogical implications.The book
then presents examples of pedagogy in practice and also illustrates
the potential for implementing IC in testing settings. This volume
makes a valuable contribution to the growing literature on
interactional competence and will be of particular interest to
graduate students and researchers in applied linguistics, SLA,
language education, curriculum and instruction studies, and
educational linguistics. Chapter 13 of this book is freely
available as a downloadable Open Access PDF under a Creative
Commons Attribution-Non Commercial-No Derivatives 4.0 license:
https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9781138038998_oachapter13.pdf
Research Design and Methodology in Studies on Second Language Tense
and Aspect provides an up-to-date review of past and current
methodologies for the study of the L2 acquisition of tense and
aspect. More specifically, the book addresses the following issues
related to the design of studies for research in tense and aspect:
Theoretical frameworks (e.g., Are research questions investigated
within one theoretical approach incompatible with other
approaches?) Elicitation procedures (Do different types of tasks
elicit different types of tense-aspect data?) Coding of data (e.g.
How are lexical categories defined and coded?) Data analysis (e.g.,
What statistical tests are more appropriate to analyze language
data?) The volume provides new insights into the study of L2
tense-aspect by bringing together well renowned scholars with
experience in the research design of research this area of the
field.
This edited volume investigates the nature and possible
applications of an expanded and reconceptualized theoretical
construct of speaking as a dynamic socially-constructed endeavour.
It addresses both theoretical perspectives and methodological
procedures to define and circumscribe the assessment of
contextualized speaking. The chapters focus on the complexity
brought about by actual interactional competence in speaking tasks
and discuss how testing and assessment models and practices can
incorporate recent research findings on the inherently dynamic and
situated nature of language use. The volume presents research on
language assessment in a variety of languages other than English,
including French, Chinese and Japanese. It also examines the role
that embodied action (gaze, gesture, orientation to materials and
texts in the environment) plays in assessment practices, an area
that has heretofore remained under-explored. Chapter 6 is free to
download as an open access publication. You can access it here:
https://zenodo.org/record/5163340#.YQvJ0IhKjcs
This edited volume investigates the nature and possible
applications of an expanded and reconceptualized theoretical
construct of speaking as a dynamic socially-constructed endeavour.
It addresses both theoretical perspectives and methodological
procedures to define and circumscribe the assessment of
contextualized speaking. The chapters focus on the complexity
brought about by actual interactional competence in speaking tasks
and discuss how testing and assessment models and practices can
incorporate recent research findings on the inherently dynamic and
situated nature of language use. The volume presents research on
language assessment in a variety of languages other than English,
including French, Chinese and Japanese. It also examines the role
that embodied action (gaze, gesture, orientation to materials and
texts in the environment) plays in assessment practices, an area
that has heretofore remained under-explored. Chapter 6 is free to
download as an open access publication. You can access it here:
https://zenodo.org/record/5163340#.YQvJ0IhKjcs
This book analyses the concept of language allegiances, and, more
broadly, language-based identities in a multilingual society such
as the US. The guiding theme of the chapters that comprise this
volume is the identification of specific beliefs and attitudes
towards language, and how these lead to particular actions in the
spheres of language ideology, legal litigation, educational
agendas, political strategies and cultural identities. The authors
share the idea that, whether it is based on reality or a perception
of reality, there is a privileged connection between language and
identity.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|