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This volume introduces a new concept, 'criterial features', for the
learning, teaching and testing of English as a second language. The
work is based on research conducted within the English Profile
Programme at Cambridge University, using the Cambridge Learner
Corpus. The authors address the extent to which learners know the
grammar, lexicon and usage conventions of English at each level of
the Common European Framework of Reference (CEFR). These levels are
currently illustrated in functional terms with 'Can Do' statements.
Greater specificity and precision can be achieved by using the
tagged and parsed corpus, which enables researchers to identify
criterial features of the CEFR levels, i.e. properties that are
characteristic and indicative of L2 proficiency at each level. In
practical terms, once criterial features have been identified, the
grammatical and lexical properties of English can be presented to
learners more efficiently and in ways that are appropriate to their
levels.
This volume contains a selection of research papers that were
presented at the 15th Annual Language Testing Research Colloquium
(LTRC) on the themes of performance testing, and on aspects of
communication in relation to cognition and assessment. This edited
collection includes contributions reporting research into the
testing of speaking and writing, especially in relation to raters,
tasks and assessment criteria, contributions exploring the
application of various statistical methods in langauge test
validation and contributions addressing the issues relating to
langauge testing in specific contexts with particular candidate
groups. This volume will be of relevance to language testing
specialists concerned with the design, development, delivery and
validation of performance tests, as well as to academic researchers
and graduate students interested in the complex relationship
between cognition and assessment.
This book introduces the theoretical and empirical bases for the
definition of language learning level in functional 'Can Do' terms
for the English Profile Programme, setting out the ambitions of the
Programme and presenting emerging findings. The English Profile
Programme is an elaboration of the performance level descriptions
of the Common European Framework of Reference for Languages (CEFR)
that is concerned specifically with the English language. The CEFR
has become influential in building a shared understanding of
performance levels for foreign language learners. However, there is
a considerable gap between the broad descriptions of levels
provided, which covers a range of languages and learning contexts,
and the level of detail required for applications such as syllabus
or test design, which this volume addresses. With its combination
of theoretical insights and practical advice, this is a useful work
for academics, policy-makers, curriculum designers, textbook
writers, postgraduate students and examination board staff.
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