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Books on the topic 'Communicative competence Evaluation'

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Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

Spitzberg, Brian H. CSRS, the conversational skills rating scale: An instructional assessment of interpersonal competence. Annandale Va: Speech Communication Association, 1995.

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2

Spitzberg, Brian H. CSRS, the conversational skills rating scale: An instructional assessment of interpersonal competence. S.l]: NCA National Communication Association, 1995.

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3

Cherepanova, L. V. Formirovanie lingvisticheskoĭ kompetent︠s︡ii pri obuchenii russkomu i︠a︡zyku. Novosibirsk: "Nauka", 2006.

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4

Paran, Amos. Testing the untestable in foreign language education. Buffalo, N.Y: Multilingual Matters, 2010.

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5

Steven, Hoffman, and National Center for Education Statistics., eds. The national assessment of college student learning: Identifying college graduates' essential skills in writing, speech and listening, and critical thinking : final project report. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.

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6

Strategic competence and EFL reading test performance: A structural equation modeling approach. Frankfurt: Peter Lang, 2007.

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7

Testing the untestable in foreign language education. Buffalo, N.Y: Multilingual Matters, 2010.

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8

Witte, Arnd. Intercultural competence: Concepts, challenges, evaluations. Oxford: Peter Lang, 2011.

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9

Evaluating cognitive competences in interaction. Amsterdam: John Benjamins Pub. Co., 2012.

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10

Morreale, Sherwyn P. The competent speaker speech evaluation. 2nd ed. Wash., D.C: National Communication Association, 2007.

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11

Ayres, Joe. Component theory of communication apprehension: Motivation, negative evaluation, and communication competence as predictors of state communication apprehension. Ruston, Wash: Communication Ventures, 1997.

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12

Boreham, N. C. The need for competences due to the increasing use of information and communication technologies. Thessaloniki [Greece]: The Centre, 2000.

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13

Dick, Robert C. Assessing self-acquired competency portfolios in speech communication: National and international issues. [s.l.]: [World Communication Association?], 1991.

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14

Interkulturelle Kompetenz und fremdsprachliches Lernen: Modelle, Empirie, Evaluation = Intercultural competence and foreign language learning : models, empiricism, assessment. Tübingen: Gunter Narr Verlag, 2009.

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15

Malita, Laura, and Vanna Boffo, eds. Digital Storytelling for Employability. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-6453-181-6.

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This publication results from the research work undertaken by the partner institutions involved in the KA3-ICT Project Transversal Lifelong Learning Programme, Learn about finding jobs from digital storytelling(143429-2008-LLP-RO-KA3-KA3MP), with the main purpose of enhancing graduates' employability possibilities. For graduating students looking for a job it is perhaps harder than ever to meet success on the job market. They must use every tool they know to express themselves and to reflect their knowledge, competences and skills. The book aims to explain the main aspects of using digital storytelling as a method for employability, career development, reflection, assessment, consultancy, presentation and communication. Through digital storytelling, students begin to comprehend how all the elements of writing a narrative work together and how to manipulate them for the best effects in readers and viewers. Also, sharing and evaluating digital stories among peers is an excellent way to foster self-expression and tolerance and to create an engaged community of learners.
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16

Reeves, Nigel. Linguistic auditing: A guide to identifying foreign language communication needs in corporations. Clevedon, U.K: Multilingual Matters, 1996.

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17

Costello, Patrick J. M., 1959- and Mitchell Sally 1965-, eds. Competing and consensual voices: The theory and practice of argument. Clevedon: Multilingual Matters, 1995.

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18

Dana, Kovarsky, Duchan Judith F, and Maxwell Madeline M, eds. Constructing (in)competence: Disabling evaluations in clinical and social interaction. Mahwah, N.J: L. Erlbaum, 1999.

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19

(Editor), Dana Kovarsky, Madeline Maxwell (Editor), and Judith F. Duchan (Editor), eds. Constructing (in)competence: Disabling Evaluations in Clinical and Social interaction. Lawrence Erlbaum, 1999.

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20

R, Kretschmer Richard, Kretschmer Laura W, and Academy of Rehabilitative Audiology, eds. Communication assessment of hearing-impaired-children: From conversation to classroom. [Mich.?]: Academy of Rehabilitative Audiology, 1988.

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21

Addison, Greenwood, Corrallo Sal, and National Center for Education Statistics., eds. The national assessment of college student learning: Identification of the skills to be taught, learned, and assessed : a report on the proceedings of the second study design workshop, November 1992. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.

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22

Charlann, S. Simon. Evaluating Communicative Competence Functional Pragmatic Approach. Communication Skill Builders, 1986.

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23

Validating Language Proficiency Assessments in Second Language Acquisition Research: Applying an Argument-Based Approach. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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24

Drackert, Anastasia. Validating Language Proficiency Assessments in Second Language Acquisition Research: Applying an Argument-Based Approach. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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25

Drackert, Anastasia. Validating Language Proficiency Assessments in Second Language Acquisition Research: Applying an Argument-Based Approach. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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26

Drackert, Anastasia. Validating Language Proficiency Assessments in Second Language Acquisition Research: Applying an Argument-Based Approach. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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27

Raile, Amber. Competent Workplace Communication: Analyzing Developing Evaluating. Kendall Hunt Publishing Company, 2019.

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28

Competent Workplace Communication: Analyzing Developing Evaluating. Kendall Hunt Publishing Company, 2014.

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29

Competent Workplace Communication: Analyzing Developing Evaluating. Kendall Hunt Publishing Company, 2021.

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30

Competent Workplace Communication: Analyzing, Developing, Evaluating. Kendall Hunt Publishing Company, 2020.

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31

(Editor), Phillip K. Taylor, ed. The Competent Speaker Speech Evaluation Form. Natl Communication Assn, 1993.

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32

Clerici, Lisa M. Fornataro. The Tracheotomized Patient: Evaluation and Management of Communication (Clinical Competence Series). Singular Pub Group, 1993.

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33

Simon, Charlann S. Evaluating communicative competence: A language sampling procedure : Instructional manual & stimulus materials. 2nd ed. Communi-Cog Publications, 1994.

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34

Talent Development for English Language Learners: Identifying and Developing Potential. Prufrock Press, 2013.

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35

Matthews, Michael, and Jaime Castellano. Talent Development for English Language Learners: Identifying and Developing Potential. Prufrock Press, 2013.

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36

Spada, Nina, and Maria Frolich. Colt Observation Scheme (Research). NCELTR Publications (National Centre for English L, 1995.

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37

McKenzie, Nelya Jane. When she says what he says: The influence of gender and bragging on evaluations of communication competence. 1994.

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38

Multilingual Frameworks The Construction And Use Of Multilingual Proficiency Frameworks. Cambridge University Press, 2014.

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39

M, Gatti, and European Centre for the Development of Vocational Training, eds. The impact of information and communication technologies on vocational competences and training: Case studies in Italy, France and Spain : synthesis report. Thessaloniki: CEDEFOP, 2000.

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40

Grein, Marion, Ann-Katrin Fierus, Nina Jehle, Virginia Sánchez Anguix, Joshua Ziegler, and Miriam Riedinger. Evaluieren und Prüfen in DaF / DaZ. Edited by Christina Maria Ersch. Frank & Timme, 2020. http://dx.doi.org/10.26530/20.500.12657/43132.

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Consistent evaluation is an important prerequisite for quality assurance and continuous further development in the area of DaF/DaZ. With a focus on virtual learning, this volume deals with the evaluation of the Inverted Classroom Model for the training of teachers of German as a foreign language and specifically with language learning apps. A second focus is on the evaluation of exams and tests. In addition to the medical language examination and the qualification tests of future teachers, the focus here is on examiner qualifications. The critical discussion will present suggestions for solutions as well as new research approaches. This volume does justice to the claim that theory and practice are closely intertwined. Christina Maria Ersch studied German and Scandinavian Studies in Göttingen and German as a foreign language in Mainz, where she is a research assistant. She has been teaching German as a foreign language for several years, is a certified telc examiner and conducts advanced training courses in neurodidactics and action-oriented learning. Her research interests are, among other things, in general didactics with a focus on competence-oriented, digital learning and in intercultural communication.
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41

Berk, Laura E. Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.001.0001.

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Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.
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42

Costello, Patrick J. M., and Sally Mitchell. Competing and Consensual Voices: The Theory and Practice of Argument (Language and Education Library). Multilingual Matters Limited, 1995.

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43

Costello, Patrick J. M., and Sally Mitchell. Competing and Consensual Voices: The Theory and Practice of Argument (Language and Education Library ; 8). Multilingual Matters Limited, 1995.

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