Bibliografie tematiche / L2 assessment

Indice

  1. Articoli di riviste
  2. Tesi
  3. Libri
  4. Capitoli di libri
  5. Atti di convegni
  6. Rapporti di organizzazioni

Letteratura scientifica selezionata sul tema "L2 assessment"

Autore: Grafiati
Pubblicato: 25 gennaio 2025

Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili

Scegli il tipo di fonte:

Consulta la lista di attuali articoli, libri, tesi, atti di convegni e altre fonti scientifiche attinenti al tema "L2 assessment".

Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.

Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.

Articoli di riviste sul tema "L2 assessment"

1

Dion, Sheri. "L2 French Writing Assessment: A Methodological Critique". Journal for Language Teaching 53, n. 2 (3 marzo 2021): 11–25. http://dx.doi.org/10.4314/jlt.v53i2.1.

Testo completo
Abstract (sommario):
This paper presents a methodological critique of three empirical studies in second language (L2) French writing assessment. To distinguish key themes in French L2 writing assessment, a literature review was conducted resulting in the identification of 27 studies that were categorized into three major themes. The three studies examined in this article each represent one theme respectively. Within this analysis, the underlying constructs being measured are identified, and the strengths and limitations are deliberated. Findings from this detailed examination suggest that three examined studies in L2 French writing assessment have significant methodological flaws that raise questions about the claims being made. From this investigation, several studyspecific recommendations are made, and four general recommendations for improving French L2 writing assessment are offered: (1) the social setting in which L2 assessments take place ought to be a consideration (2) the difficulty of tasks and time on task should be taken into account (3) greater consistency should be used when measuring and denoting a specific level of instruction (i.e. “advanced”) and (4) universal allusions to “fluency” should be avoided when generalizing one component of L2 competency (such as writing achievement) to other aspects of L2 development. Key words: French writing, methodological critique, written assessment, language assessment, second language writing assessment
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Kushki, Ali, e Hossein Nassaji. "L2 Reading Assessment from a Sociocultural Theory Perspective: The Contributions of Dynamic Assessment". Education Sciences 14, n. 4 (24 marzo 2024): 342. http://dx.doi.org/10.3390/educsci14040342.

Testo completo
Abstract (sommario):
Our understanding of assessing L2 reading has significantly expanded in recent years, including both theoretical and practical aspects. There is a growing consensus that reading comprehension involves multiple skills and subskills. Classroom-based assessment practices reflecting such conceptualizations have also become widely utilized. This article explores the Vygotskyan sociocultural theory (SCT) and its implications for L2 reading assessment, with a specific focus on dynamic assessment as an effective classroom-based approach for L2 reading and literacy instruction. We will review the research that has applied DA principles to the assessment and teaching of L2 reading. We conclude by outlining potential avenues for future DA research and L2 reading instruction.
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Stoynoff, Stephen. "Research agenda: Priorities for future research in second language assessment". Language Teaching 45, n. 2 (24 febbraio 2012): 234–49. http://dx.doi.org/10.1017/s026144481100053x.

Testo completo
Abstract (sommario):
In a recent state-of-the-art (SoA) article (Stoynoff 2009), I reviewed some of the trends in language assessment research and considered them in light of validation activities associated with four widely used international measures of L2 English ability. This Thinking Allowed article presents an opportunity to revisit the four broad areas of L2 assessment research (conceptualizations of the L2 construct, validation theory and practice, the application of technology to language assessment, and the consequences of assessment) discussed in the previous SoA and to propose tasks I believe will promote further advances in L2 assessment. Of course, the research tasks I suggest represent a personal stance and readers are encouraged to consider additional perspectives, including those expressed by Bachman (2000), Chalhoub-Deville & Deville (2005), McNamara & Roever (2006), Shaw & Weir (2007), and Stansfield (2008). Moreover, readers will find useful descriptions of current research approaches to investigating L2 assessments in Lumley & Brown (2005), Weir (2005a), Chapelle, Enright & Jamieson (2008), Lazaraton (2008), and Xi (2008).
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Kamalvand, Ajad, e Mohammad Javad Mohammadi. "Evaluating Iranian L2 Teachers’ Assessment Literacy for L2 Pragmatics by Applying the CEFR’s Pragmatic Competence Model: Possible Sociocultural-Informed Solutions". MEXTESOL Journal 48, n. 2 (28 aprile 2024): 1–9. http://dx.doi.org/10.61871/mj.v48n2-4.

Testo completo
Abstract (sommario):
Nearly all multidimensional models of communication competence have pragmatic competence at their core. Proper assessment of second language (L2) pragmatics makes many demands on L2 teachers, both in terms of understanding the construct and in language test development. Therefore, being assessment literate helps teachers in developing effective tests geared toward educational outcomes. Despite the importance of assessment literacy (AL) for pragmatics, the field is still under-researched. Mindful of this fact and the significance of pragmatics in L2 learning and assessment, this study adopted the Common European Framework of Reference (CEFR) model of pragmatic competence to examine Iranian L2 teachers’ AL for L2 pragmatics and linked the results to the Sociocultural Theory (SCT) for formulating theoryinformed answers to the problems in the teachers’ assessment of L2 pragmatics. Group interviews were run with 67 participants and then qualitative and quantitative content analyses were performed. The paper discusses the identified problems in the assessment of L2 pragmatics and offers recommendations for raising L2 teachers’ AL for L2 pragmatics.
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Isaacs, Talia, e Luke Harding. "Pronunciation assessment". Language Teaching 50, n. 3 (31 maggio 2017): 347–66. http://dx.doi.org/10.1017/s0261444817000118.

Testo completo
Abstract (sommario):
After an extended period of being on the periphery, numerous advancements in the field of second language (L2) pronunciation over the past decade have led to increased activity and visibility for this subfield within applied linguistics research. As Derwing (2010) underscored in her 2009 plenary at the first annual Pronunciation in Second Language Learning and Teaching (PSLLT) conference, a record number of graduate students researching L2 pronunciation and subsequently launching into academic positions at international universities assures L2 pronunciation a bright future in research and teacher training. Other indicators of momentum include the focus of a Language Teaching timeline on the topic of pronunciation (Munro & Derwing 2011), the appearance of multiple encyclopedia volumes or handbooks of pronunciation (e.g. Levis & Munro 2013; Reed & Levis 2015), and the establishment of the specialized Journal of Second Language Pronunciation in 2015, which constitutes a milestone in the professionalization of the field and ‘an essential step toward a disciplinary identity’ (Levis 2015: 1).
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Ducasse, Ana Maria. "Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context". Languages 7, n. 1 (29 gennaio 2022): 26. http://dx.doi.org/10.3390/languages7010026.

Testo completo
Abstract (sommario):
This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecting on five multi-modal e-assessments through individually assessed oral audio-recorded post-assessment reflection tasks (n = 125). A thematic content analysis applied to transcriptions yields findings from a pedagogical perspective on language learning, completing assessments and personal affective responses. The learners’ candid and explicit orientations towards various types of multimodal language-learning e-assessment tasks offer instructors information on learners’ awareness of classroom-based assessment tasks being enablers for individual learning goals.
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Chandio, Muhammad Tufail, e Saima Jafferi Jafferi. "Teaching English as a Language not Subject by Employing Formative Assessment". Journal of Education and Educational Development 2, n. 2 (8 febbraio 2016): 151. http://dx.doi.org/10.22555/joeed.v2i2.444.

Testo completo
Abstract (sommario):
English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide timely and continuous appraisal and feedback, remain ignored. Summative assessment employs only paper-and- pencil based test, while the other current means of alternative assessments like self-assessment, peer-assessment, and portfolio assessment have not been incorporated, and explored yet. Teaching English as a subject not as a language, employing summative assessment not formative, depending on paper-and-pencil based test, and not using the alternative modes of assessment are some of the questions this study will deal with. The study under discussion suggests that current approaches employed for teaching English are misplaced as these take a subject teaching approach rather than a language teaching approach. It also argues for the paradigm shift from a product to process approach to assessment by administering modern alternative assessments.
Gli stili APA, Harvard, Vancouver, ISO e altri
8

He, Ling. "Direct assessment of second language writing: Holistic and analytic scoring". Westcliff International Journal of Applied Research 2, n. 1 (1 aprile 2018): 37–48. http://dx.doi.org/10.47670/wuwijar201821lh.

Testo completo
Abstract (sommario):
Direct assessment of second language (L2) writing skill, in which a student is usually assessed by means of an essay on a topic during a limited time period, has been used as a valid measurement of ability to write in comparison to indirect assessment of writing through multiple-choices. Although both direct and indirect assessments have a risk of reliability, it is effectively argued that direct assessment is more representative of the integrative aspects of writing (Coffman,1966; Morris-Friehe & Leuenberger, 1992). In this era of globalization, a large number of culturally and linguistically diverse students seek higher education in North America. Direct assessment of L2 writing skill is widely used to assess these newly-arrived students’ English proficiency for placement decisions at the beginning of their university programs in the target language. As such, understanding direct assessment of L2 writing is paramount to improve assessment procedures for test validity and fairness. This article reviews direct assessment of L2 writing in the existent research literature with an attention to its two major scoring rubrics: holistic and analytic. The literature review concludes that the purpose of the writing task is significant in deciding which scoring method to use in specific contexts.
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Huang, Heng-Tsung Danny. "Test-Taking Strategies in L2 Assessment". Perceptual and Motor Skills 123, n. 1 (28 luglio 2016): 64–90. http://dx.doi.org/10.1177/0031512516660699.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Li, Mimi. "Leveraging ChatGPT for Second Language Writing Feedback and Assessment". International Journal of Computer-Assisted Language Learning and Teaching 14, n. 1 (15 novembre 2024): 1–11. http://dx.doi.org/10.4018/ijcallt.360382.

Testo completo
Abstract (sommario):
This paper discusses the increasingly prominent role of ChatGPT in providing feedback and assessment for L2 writing in the digital age. It reviews representative studies that address five research strands about the use of ChatGPT in L2 writing contexts. After a critical evaluation of the existing literature, the author extensively explains four innovative sub-topics on leveraging ChatGPT for L2 writing feedback and assessment, drawing on multiple creative projects undertaken by her research team. These include: 1) ChatGPT-student collaboration in the L2 writing process; 2) ChatGPT-supported teacher feedback; 3) collaborative processing of ChatGPT feedback; and 4) the potential of ChatGPT for L2 writing assessment. This paper also addresses the importance of teacher training on the use of GenAI in language and writing instruction.
Gli stili APA, Harvard, Vancouver, ISO e altri
Più fonti

Tesi sul tema "L2 assessment"

1

Kenworthy, Roger C. "Lexical signatures in the assessment of L2 writing". Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678566.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Iwamoto, Noriko. "Effects of L2 Affective Factors on Self-Assessment of Speaking". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/317188.

Testo completo
Abstract (sommario):
Teaching & Learning
Ph.D.
This study was an investigation of the validity of students' self-assessment of L2 oral performance, the influences of L2 affective variables on their self-assessment bias, and the degree to which the influences of L2 affective variables differ between high and low proficiency learners. The participants were 389 science majors from two private Japanese universities. A questionnaire was administered using items based on the Attitude/Motivational Test Battery (Gardner, 1985), the Foreign Language Classroom Anxiety Scale (Horwtiz et al., 1986), the Rosenberg Self-Esteem Scale (Rosenberg, 1965), Sick and Nagasaka's (2000) Willingness to Communicate Scale, and items designed to measure motivation adapted from Gardner, Tremblay, and Masgoret (1997), Yashima (2002), Irie (2005), and Matsuoka (2006). A factor analysis identified seven factors in the questionnaire data: Self-Esteem, L2 Speaking Anxiety, L2 Willingness to Communicate, Attitude Toward Learning to Speak English, L2 Speaking Motivational Intensity, Desire to Learn to Speak English, and L2 Speaking Self-Confidence. The scales were further validated using the Rasch rating scale model. Student oral interviews were recorded and rated by five English teachers using an oral assessment scale based on the Kanda English Proficiency Test (Bonk & Ockey, 2003).Immediately after the interviews were completed, the participants were asked to consider how they perceived their own speaking performance and they rated their own performance from their memory using the same oral assessment scale that the teacher raters used. The oral assessment scale included the descriptions of the oral performances that match each level. The participants read the descriptions of each level and chose a level that they thought matched their own performance. The study produced four main findings. First, a multi-faceted Rasch analysis revealed that the participants rated their own L2 speaking more severely than the teacher raters and that the students' self-assessments were neither reliable nor consistent. Second, self-assessment bias measures were calculated and used to test a hypothesized structural model of how affective factors influenced self-assessment bias. The hypothesized model showed poor fit to the data, possibly due to the poor reliability of the self-assessment measures. Multiple regression analyses conducted as a follow-up analysis revealed that participants with greater Desire to Learn to Speak English tended to underestimate and those with greater L2 Speaking Self-Confidence tended to overestimate their own speaking performance. Third, 106 participants whose self-ratings were similar to the teachers' ratings were compared with other students in order to examine their distinctive features. However, no significant differences in L2 oral proficiency or affective variable measures were found between the two. Therefore, those whose self-assessments agreed with teachers could have resulted in some agreements that occurred by chance alone. Finally, 100 higher proficiency students were compared with 100 lower proficiency students and the results showed that the higher proficiency students with greater Desire to Learn to Speak English generally underestimated their L2 speaking proficiency, while those with higher Self-Esteem and greater L2 Speaking Self-Confidence tended to overestimate it. Lower proficiency students with greater L2 Speaking Self-Confidence tended to overestimate their L2 speaking proficiency. The results suggest that the self-assessment of L2 speaking might not be a sufficiently reliable or consistent assessment tool. Therefore, if teachers are considering including self-assessment in a speaking class, self-assessment training should be conducted. Additionally, giving L2 learners more opportunities to speak the L2 can help them notice gaps between their productions and those of proficient speakers, which might lead to more accurate self-assessment. Second, although some studies utilized only one teacher-rater, five teacher raters in this study displayed a great deal of diversity and exhibited unique bias patterns, so multiple raters should be employed and Facets analyses should be employed because the multi-faceted Rasch model provides person ability estimates that are adjusted for rater bias. Finally, the use of multi-faceted Rasch analysis is useful for examining oral data because unlike raw scores, multi-faceted Rasch analysis provides detailed information concerning speaker ability, rater severity, and category difficulty. Moreover, while most researchers have utilized self-assessment raw scores, in this study bias measures of self-assessment were calculated using Facets, which indicated that the bias measures produced different outcomes compared with self-assessment scores.
Temple University--Theses
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Ivarsson, Emma, e Malin Palm. "Listening Strategies in the L2 Classroom". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33820.

Testo completo
Abstract (sommario):
The purpose of this paper was to investigate how some teachers interpret, teach and assess listening strategies. Our investigation was based on interviews and a questionnaire answered by some year 9 English teachers. Furthermore, the aim was to study whether awareness and teaching of listening strategies are important for teachers in their everyday practice. The results indicate that the teachers interpret listening strategies as purposes for listening, such as listening for detail or the whole. The teachers do not explicitly teach listening strategies, and they do not assess them. For these teachers the main focus is placed on listening comprehension and not on the listening strategies.Key concepts: EFL, secondary school, interpretations, teaching, assessment, listening strategies.
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Theron, Janina. "Pragmatic assessment of schizophrenic bilinguals' L1 and L2 use : a comparison of three assessment tools". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1783.

Testo completo
Abstract (sommario):
Thesis (MPhil (General Linguistics))—University of Stellenbosch, 2009.
ENGLISH ABSTRACT: The term "schizophrenia" refers to a psychiatric condition which affects an individual's thought and speech (Eaton and Chen 2006). The verbal expression of schizophrenics can therefore be used as a tool for insight into the nature of schizophrenia as well as the cognitive processes of schizophrenics (Wróbel 1990:1). This thesis reports on a comparative evaluation of three pragmatic assessment tools, namely the Pragmatic Protocol (Prutting and Kirchner 1987), the Profile of Communicative Appropriateness (Penn 1985), and the Framework for Assessing (Children's) Conversational Skills (Rumble 1988), in order to establish which of these tools is most suitable for assessing the first language (L1) and second language (L2) pragmatic abilities of late bilingual schizophrenics. Four late bilingual schizophrenic patients participated in this study. A thirty minute informal interview was conducted with each of the participants in both their L1 and L2 and the speech samples were transcribed and then analysed by means of each of the pragmatic assessment tools. A careful examination of the results yielded by the three assessment tools, showed, firstly, that when presenting the results of a pragmatic assessment of schizophrenic speech, it is crucial that both quantitative and qualitative information be included: if the latter is excluded, a significant amount of information is hidden from the clinicians and/or linguists doing the assessment, as well as the people to whom they report their findings. Secondly, with respect to the characteristics of schizophrenic speech, the three instruments used in this study show that whereas most of the aspects of schizophrenics' linguistic abilities seem intact, their pragmatic skills are definitely impaired. Thirdly, regarding differential symptomatology in bilingual schizophrenics, this study concludes that none of the three assessment tools contributes to a better understanding of this phenomenon, and that, in fact, it is highly unlikely that any pragmatic assessment tool would be able to capture this phenomenon. Finally, it is recommended that clinicians assess bilingual patients in both languages, whenever possible, in order to determine the full range of symptoms experienced by the patient, to gain a better indication of the severity of the illness and to track the progress of the illness.
AFRIKAANS OPSOMMING: Die term "skisofrenie" verwys na 'n psigiatriese toestand wat 'n individu se denkprosesse en spraak beïnvloed (Eaton en Chen 2006). Die verbale uitinge van skisofrene kan dus gebruik word om insig oor die aard van skisofrenie, sowel as die kognitiewe prosesse van skisofrene, te verkry (Wróbel 1990:1). Hierdie tesis lewer verslag oor 'n vergelykende evaluering van drie pragmatiese assesseringsinstrumente, naamlik die "Pragmatic Protocol" (Prutting en Kirchner 1987), die "Profile of Communicative Appropriateness" (Penn 1985), en die "Framework for Assessing (Children's) Conversational Skills" (Rumble 1988), om sodoende vas te stel watter een van hierdie drie die mees gepaste instrument is vir die assessering van tweetalige skisofrene se pragmatiese vaardighede in hul eerstetaal (T1) en tweedetaal (T2), spesifiek in gevalle waar die T2 later (d.w.s. nie binne die eerste sewe lewensjare nie) verwerf is. Vier sulke tweetalige skisofrene het deelgeneem aan die studie. Daar is met elkeen van die deelnemers 'n informele onderhoud gevoer vir 30 minute in hul T1, gevolg deur 30 minute in hul T2. Die onderhoude is getranskribeer en daarna geanaliseer deur middel van elk van die drie assesseringsinstrumente. 'n Noukeurige ondersoek en vergelyking van die resultate van die drie instrumente het eerstens getoon dat dit belangrik is om die resultate van 'n pragmatiese analise van skisofreniese spraak op beide 'n kwantitatiewe en kwalitatiewe wyse aan te bied: wanneer kwalitatiewe inligting weggelaat word, bly 'n betekenisvolle hoeveelheid van die informasie verborge vir die klinici en/of taalwetenskaplikes wat die assessering doen, asook die mense aan wie hulle hulle bevindinge rapporteer. Tweedens, met betrekking tot die eienskappe van skisofreniese spraak, wys die drie instrumente wat in hierdie studie gebruik is dat alhoewel meeste aspekte van skisofrene se taalvaardighede ongeskonde is, hulle pragmatiese vaardighede ooglopend aangetas is. Derdens, rakende differensiële simptomatologie in tweetalige skisofrene kom hierdie studie tot die gevolgtrekking dat geen van die drie instrumente bydra tot 'n beter begrip van hierdie verskynsel nie, en dat dit selfs hoogs onwaarskynlik is dat enige pragmatiese assesseringsinstrument hierdie verskynsel sou kon vaslê. Uiteindelik word daar aanbeveel dat klinici, wanneer dit ookal moontlik is, tweetalige pasiënte in beide tale behoort te assesseer om sodoende die volledige reeks van simptome wat 'n pasiënt ervaar vas te stel, om 'n beter aanduiding te bekom oor die erns van die siekte, en om die progressie van die siekte te volg.
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Saito, Yukie. "Effects of Prosody-Based Instruction and Self-Assessment in L2 Speech Development". Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/597863.

Testo completo
Abstract (sommario):
Teaching & Learning
Ph.D.
The main purpose of this study was to investigate the effects of form-focused instruction (FFI) on prosody with or without self-assessment on the prosodic and global aspects of L2 speech by Japanese EFL learners using a pre-post design. In addition, native English speaking (NS) and non-native English speaking (NNS) raters with high levels of English proficiency were compared to examine the influence of raters’ L1 backgrounds on their comprehensibility ratings. Sixty-one Japanese university students from four intact English presentation classes participated in the study. The comparison group (n = 16) practiced making one-minute speeches in class (45 minutes x 8 times) without explicit instruction on prosody, while the two experimental groups (n = 17 for the FFI-only group; n = 28 for the FFI + SA group) received FFI on word stress, rhythm, and intonation, practiced the target prosodic features in communicative contexts, and received metalinguistic feedback from the instructor. In total, the experimental groups received six-hours of instruction in class, which was comparable to the comparison group. Additionally, the experimental groups completed homework three times; only the FFI + SA group recorded their reading performance and self-assessed it in terms of word stress, rhythm, and intonation. Three oral tasks were employed to elicit the participants’ speech before and after the treatment: reading aloud, one-minute speech, and picture description. The speech samples were rated for comprehensibility by NS and NNS raters and were also analyzed with four prosodic measurements: word stress, rhythm, pitch contour, and pitch range. Instructional effects on prosody were observed clearly. The FFI-only group improved their controlled production of rhythm and pitch contour, while the FFI + SA group significantly improved all of the prosodic features except pitch range. Moreover, the instructional gains for the FFI + SA group were not limited to the controlled task but transferred to the less-controlled tasks. The results showed differential instructional effects on the four prosodic aspects. The FFI in this study did not help the participants widen their pitch range. The FFI on prosody, which was focused on the cross-linguistic differences between Japanese and English, tended to be more effective in terms of improving rhythm and pitch contour, which were categorized as rule-based, than an item-based feature, word stress. The study offered mixed results regarding instructional effects on comprehensibility. The FFI-only group did not significantly improve comprehensibility despite their significant prosodic improvements on the reading aloud task. Their significant comprehensibility growth on the picture description task was not because of the development of prosody, but of other linguistic variables that influence comprehensibility such as speech rate. The FFI + SA group made significant gains for comprehensibility on the three tasks, but the effect sizes were small. This finding indicated that the effects of FFI with self-assessment on comprehensibility were limited due to the multi-faceted nature of comprehensibility. The data elicited from the post-activity questionnaires and students’ interviews revealed that not all the participants in the FFI + SA group reacted positively to the self-assessment practice. Individual differences such as previous learning experience and self-efficacy appeared to influence the learners’ perceptions of the self-assessment practice and possibly their instructional gains. The two groups of raters, L1 English raters (n = 6) and L2 English raters with advanced or native-like English proficiency (n = 6) did not differ in terms of consistency and severity. These findings indicated that NNS raters with high English proficiency could function as reliably as NS raters; however, the qualitative data revealed that the NS raters tended to be more sensitive to pronunciation, especially at the segmental level, across the three tasks compared to the NNS raters. This study provides evidence that FFI, especially when it is reinforced by self-assessment, has pedagogical value; it can improve learners’ production of English prosody in controlled and less-controlled speech, and these gains can in turn contribute to enhanced L2 comprehensibility.
Temple University--Theses
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Carraro, Jessica <1984&gt. "The L2 Students’ Perception of Assessment in an Academic Context: a Case Study". Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/3985.

Testo completo
Abstract (sommario):
Immigration is a phenomenon that has become all the more relevant in our society. Such effects of people moving from one country to another are even present in academic and didactic contexts; this has resulted the need to develop organized Italian language courses for foreign adults that not only teach the endemic language, but also adequately satisfy the different students’ needs. This dissertation thus aims to explore the world of Italian as a Second Language (L2), and will take a look at the particular problem of evaluating these students through the analysis of questionnaires. These questionnaires were given to teachers and students attending CTP Italian L2 courses at the L.Einaudi middle school in Marghera.
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Pan, Xiaofei. "Investigating the development of syntactic complexity in L2 Chinese writing". Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6242.

Testo completo
Abstract (sommario):
This present study investigates the development of second language (L2) Chinese learners’ writing by 1) subjective ratings of essay quality, 2) a battery of objective measures representing the general syntactic complexity as well as specific syntactic features, and 3) the sources of verb phrase complexity used by learners of different institutional levels. This study first compares the subjective ratings of the essays written by learners across four institutional levels and then uses Cumulative Linked Model to examine the contribution of the objective measures of linguistic features to the essay ratings. This study further identifies a number of sources used by learners to construct complex verb phrases, which is an important contributor of the essay rating, and compares the amount of usages by learners at different institutional levels. The purpose of the study is to better understand L2 Chinese learners’ syntactic development in writing from multi-dimensional perspectives, and to identify the most crucial elements that determine the quality of writing. This study recruits 105 L2 Chinese college learners to write a narrative essay and an argumentative essay according to the prompts. Each of the writing sample is rated by two independent raters according to the holistic ACTFL Proficiency Guidelines, as well as the analytic rubric which was adapted from the ESL Composition Profile for this study. The derivation of syntactic complexity measures was based on the rank scales of lexicogrammar in Systemic Functional Linguistics (Halliday & Matthiessen, 2014), involving 12 features at the levels of clause complex, clause, and verb phrase, some of which represent constructions unique to Chinese. A series of statistical tests, including Kruskal-Wallis tests, Dunn’ tests, Spearman’ correlation tests, and CLM are performed to answer that research questions. The findings show that 1) learners’ overall writing quality measured by holistic and analytic ratings do not show significant differences across the first several academic years; 2) higher-level learners are more heterogeneous in writing ability than lower-level learners; 3) phrasal complexity contributes more to the essay quality than clausal complexity; 4) syntactic complexity features that learners develop fastest hardly overlap with those that contribute most to the essay rating; 5) complex verbal phrases come from 10 different sources and the composition of complex verbal phrases remain stable across the groups; and 6) essay types makes significant differences in terms of holistic and analytic ratings, use of syntactic complexity features, as well as their contribution to the essay ratings. From the pedagogical view, this study points out that instruction should focus more on complexity at the phrasal level, especially nominalization and complex verb phrases, that play a more important role to determine the writing quality. Some of the current focus in instruction may not necessarily lead to better quality or higher proficiency in Chinese writing.
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Kobylyanskaya, Sofiya. "Towards multimodal assessment of L2 level : speech and eye tracking features in a cross-cultural setting". Electronic Thesis or Diss., université Paris-Saclay, 2024. http://www.theses.fr/2024UPASG111.

Testo completo
Abstract (sommario):
Ces dernières années, le monde de l’éducation a subi des changements importants, notamment avec la digitalisation massive du système en 2020 et l’avancement des technologies d’IA générative. Le projet LeCycl "Learning Cyclotron" (Vargo et al., 2023) s’inscrit dans cette tendance scientifique et vise à accélérer la circulation des connaissances; en prenant en compte trois processus principaux d’apprentissage : la perception, la maîtrise et le transfert. Cette thèse, faisant partie du projet LeCycl, exploite des stratégies de lecture orale en langue étrangère (L2) en analysant les difficultés rencontrées par des représentants de différentes cultures et leurs stratégies pour les surmonter. À cette fin, nous utilisons des indices multimodaux (la parole et le mouvement des yeux) ainsi qu’un protocole original introduisant des nudges (représentés par des bandes dessinées) pour l’adaptation culturelle (Hutin et al., 2023), Nous avons développé un protocole impliquant la collecte de données de lecture à voix haute des locuteurs français et japonais de l’anglais L2 et deslocuteurs natifs de l’anglais (Kobylyanskaya, 2022).Nous avons analysé les performances des locuteurs à travers des mesures acoustiques et linguistiques (réalisation acoustique des phonèmes, prosodie et disfluences telles que les pauses, hésitations, troncations), ainsi que des mesures de mouvements oculaires (El Baha et al., 2022; Kobylyanskaya et al., 2023). Ensuite, nous avons utilisé des méthodes d’apprentissage automatique pour définir le niveau de L2 des locuteurs à partir de ces mesures. Enfin, nous avons évalué la contribution des images sur les performances de lecture orale des locuteurs. Les résultats montrent que les représentants de langues maternelles Français et Japonais sont confrontés à des défis spécifiques lorsqu’ils lisent des textes en langue étrangère et adoptent différentes stratégies pour les surmonter, ce qui se traduit à la fois au niveau verbal et oculaire.Nos résultats soulignent la nécessité de développer des outils d’apprentissage adaptés aux cultures ainsi que les défis associés à leur conception
In recent years, the world of education has undergone critical changes, especially with the system’s massive digitalization in 2020, as well as the advancement of generative AI technologies. LeCycl "Learning Cyclotron" (Vargo et al., 2023) project is a part of this scientific trend and its aim is to accelerate the knowledge flow. It takes into consideration 3 main processes of learning: perception, mastering and transfer. This thesis, as part of the LeCycl project, focuses on exploring second language (L2) oral reading strategies and analyzing difficulties faced by representatives of different cultures and their techniques of coping with them. For this purpose, we are relying on multimodal cues including speech and eye tracking, as well as an original protocol that introduces nudges (represented by comic books) for the cultural adaptation (Hutin et al., 2023). For this purpose, we developed a protocol involving the collection of readingaloud data from both native and non-native English speakers (French and Japanese speakers) (Kobylyan- skaya, 2022). We analyzed speakers’ performance through acoustic and linguistic measures (phoneme realization, prosody and disfluencies such as pauses, hesitations, truncations), as well as eye movement measures (El Baha et al. 2022; Kobylyanskaya et al., 2023). Then, we used machine learning methods to define the speaker’s L2 level based on the extracted measures. Finally, we evaluate the contribution of comic books images on speakers’ oral reading performance. The results highlight that the representatives of different cultures face different challenges when reading in a foreign language and employ different strategies to overcome them, which are translated both at verbal and ocular levels. Our results underline the need for culturally adapted learning tools and the challenges involved in developing them
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Son, Min Hye. "Examining Rater Bias in Elicited Imitation Scoring: Influence of Rater's L1 and L2 Background to the Ratings". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2263.

Testo completo
Abstract (sommario):
Elicited Imitation (EI), which is a way of assessing language learners' speaking, has been used for years. Furthermore, there have been many studies done showing rater bias (variance in test ratings associated with a specific rater and attributable to the attributes of a test taker) in language assessment. In this project, I evaluated possible rater bias, focusing mostly on bias attributable to raters' and test takers' language backgrounds, as seen in EI ratings. I reviewed literature on test rater bias, participated in a study of language background and rater bias, and produced recommendations for reducing bias in EI administration. Also, based on possible rater bias effects discussed in the literature I reviewed and on results of the research study I participated in, I created a registration tool to collect raters' background information that might be helpful in evaluating and reducing rater bias in future EI testing. My project also involved producing a co-authored research paper. In that paper we found no bias effect based on rater first or second language background.
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Neumann, Heike. "What's in a grade? A mixed methods investigation of teacher assessment of grammatical ability in L2 academic writing". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103454.

Testo completo
Abstract (sommario):
This study investigates how grammatical ability is assessed in L2 academic writing classrooms. In the assessment literature, grammatical ability is defined to include syntax and morphology (Purpura, 2004; Weigle, 2002) and lexical forms, cohesion, and information management on the subsentential, sentential, and suprasentential levels (Purpura, 2004). Writing teachers would, therefore, need to attend to morphosyntactic and other grammatical aspects in L2 texts that serve to organize information and create cohesion on the sentence, paragraph, and text levels. In a mixed methods triangulation design (Creswell & Plano Clark, 2007) using both quantitative and qualitative methods, this study examines the indicators of grammatical ability that writing teachers (n = 2) attend to when assessing their students' (n = 33) grammatical ability in academic essays in one high-intermediate and one advanced L2 writing course at an English-medium university in Canada. In addition, the study considers to what extent the students' learning is affected by the teachers' assessment criteria. In the first phase of this study, the students' essay exams and the teacher-assigned grammar grade were collected and analyzed quantitatively using accuracy and complexity measures as indicators of morphosyntactic ability. They were also examined qualitatively within a framework of systemic functional linguistics to assess the students' ability to manage information in their texts. In phase two, student questionnaires were administered, and student interviews were conducted to determine the students' knowledge of the teachers' assessment criteria for grammar. In phase three, the teachers were interviewed about their criteria and their priorities in the assessment of grammar. Finally, the results from all three phases and all four data sources were integrated to come to an overall interpretation of the findings. The results indicate that writing teachers focus above all on grammatical accuracy when assessing their students' grammatical ability. Consequently, writing teachers seem to assess a reduced construct of grammatical ability in academic writing, compared to definitions in the L2 assessment literature. This emphasis has an impact on how students learn in these L2 writing classrooms. This dissertation concludes with a discussion of implications and makes recommendations for L2 writing assessment based on the findings of this study.
Cette recherche s'intéresse à la façon d'évaluer les compétences grammaticales dans les cours universitaires d'écriture langue seconde (L2). Selon la littérature, les compétences grammaticales comprennent la syntaxe et la morphologie (Purpura, 2004; Weigle, 2002) de même que les formes lexicales, la cohésion et la gestion de l'information au niveau sous-phrastique, phrastique et supra-phrastique (Purpura, 2004). Par conséquent, les professeurs d'écriture devraient, lors de l'étude de textes en L2, miser sur la morphosyntaxe et sur d'autres aspects grammaticaux utiles à l'organisation de l'information et assurant la cohésion au niveau de la phrase, du paragraphe et du texte. En s'appuyant sur une approche méthodologique mixte (Creswell & Plano Clark, 2007), utilisant une triangulation de données qualitatives et quantitatives, cette recherche vise à déterminer quels sont les indicateurs de performance grammaticale sur lesquels s'appuient les professeurs d'écriture (n = 2) lorsqu'ils évaluent les compositions de leurs étudiants (n = 33). Les étudiants de l'échantillon étaient inscrits à une université canadienne anglophone et suivaient un cours d'anglais de niveau intermédiaire ou avancé. D'autre part, cette recherche a pour objectif de déterminer à quel point l'apprentissage des étudiants est influencé par les critères d'évaluation de leur professeur. Dans la première partie de la recherche, les compositions des étudiants et les notes de grammaire données par le professeur ont été collectées et analysées quantitativement, en utilisant des mesures de justesse et de complexité grammaticales comme indicateurs de la compétence morphosyntaxique. Elles ont également été analysées qualitativement dans un cadre linguistique systémique fonctionnel afin de déterminer la compétence des étudiants à gérer l'information dans leurs textes. Dans la seconde partie de la recherche, des questionnaires ont été administrés aux étudiants et certaines entrevues ont été menées afin d'évaluer la connaissance qu'avaient les étudiants des critères d'évaluation de leur professeur en ce qui a trait à la grammaire. Dans la troisième partie, les professeurs ont été interviewés au sujet de leurs critères et priorités dans l'évaluation de la grammaire. Enfin, les résultats des trois parties et des quatre sources d'informations ont été réunis afin d'en arriver à une interprétation globale des conclusions. Les résultats révèlent que les professeurs d'écriture priorisent surtout la justesse grammaticale lorsqu'ils évaluent les compétences grammaticales de leurs étudiants. Par conséquent, les professeurs d'écriture semblent s'appuyer sur une définition plus limitée de la compétence grammaticale dans l'évaluation des textes de leurs étudiants que ce qui est défini par la littérature à ce sujet, ce qui a nécessairement un effet sur la façon d'apprendre des étudiants qui suivent des cours d'écriture. Cette thèse se termine par une discussion qui met en lumière ce qu'impliquent ces résultats et où sont émises certaines recommandations au sujet de l'évaluation en écriture dans un cours de L2.
Gli stili APA, Harvard, Vancouver, ISO e altri
Più fonti

Libri sul tema "L2 assessment"

1

Green, Anthony. L2 Writing Assessment. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15011-1.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Lee, Icy. Classroom Writing Assessment and Feedback in L2 School Contexts. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3924-9.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
3

McCallum, Lee, e Christine Coombe, a cura di. The Assessment of L2 Written English across the MENA Region. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53254-3.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

service), SpringerLink (Online, a cura di. Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development. Boston, MA: Springer Science + Business Media, B.V, 2008.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

D, Chung B., Kim H. J, Hanʾguk Wŏnjaryŏk Anjŏn Kisurwŏn e U.S. Nuclear Regulatory Commission. Office of Nuclear Regulatory Research, a cura di. Assessment of RELAP5/MOD2, cycle 36.04 using LOFT immediate break experiment L2-1. Washington, DC: U.S. Nuclear Regulatory Commission, 1992.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

U.S. Nuclear Regulatory Commission. Office of Nuclear Regulatory Research e Ho neng yen chiu so, a cura di. Assessment of RELAP5/MOD2 using LOCE large break loss-of-coolant experiment L2-5. Washington, DC: U.S. Nuclear Regulatory Commission, 1992.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Green, Anthony. L2 Writing Assessment: An Evolutionary Perspective. Springer International Publishing AG, 2023.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
8

L2 Writing Assessment: An Evolutionary Perspective. Springer International Publishing AG, 2023.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Polat, Nihat. L2 Learning, Teaching and Assessment: A Comprehensible Input Perspective. Multilingual Matters, 2016.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Krzeminska-Adamek, Malgorzata. Receptive and Productive L2 Vocabularies: Acquisition, Growth and Assessment. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2019.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
Più fonti

Capitoli di libri sul tema "L2 assessment"

1

Ferris, Dana R., e John S. Hedgcock. "Classroom Assessment of L2 Writing". In Teaching L2 Composition, 275–333. 4a ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003004943-6.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Lu, Yang. "Construct for L2 assessment". In Assessing Learners’ Competence in L2 Chinese 二语汉语能力测试, 7–24. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315167923-2.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Hedgcock, John S., e Dana R. Ferris. "Classroom L2 Reading Assessment". In Teaching Readers of English, 304–60. Second edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-8.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Youn, Soo Jung, e Valeriia Bogorevich. "Assessment in L2 Pragmatics". In The Routledge Handbook of Second Language Acquisition and Pragmatics, 308–21. London: New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781351164085-20.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Prince, Peter. "5. Listening Comprehension: Processing Demands and Assessment Issues". In Measuring L2 Proficiency, a cura di Pascale Leclercq, Amanda Edmonds e Heather Hilton, 93–108. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092291-008.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Green, Anthony. "Directions in L2 Writing Assessment". In Research and Practice in Language Assessment, 249–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15011-1_8.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Leńko-Szymańska, Agnieszka. "Corpora in L2 Vocabulary Assessment". In Corpora for Language Learning, 157–73. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003413301-12.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Zwier, Lawrence J., e Frank Boers. "Assessment of Vocabulary Knowledge". In English L2 Vocabulary Learning and Teaching, 130–61. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003172994-9.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Leclercq, Pascale, e Amanda Edmonds. "1. How to Assess L2 Proficiency? An Overview of Proficiency Assessment Research". In Measuring L2 Proficiency, a cura di Pascale Leclercq, Amanda Edmonds e Heather Hilton, 3–23. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092291-004.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Green, Anthony. "Shifting Views of L2 Writing". In Research and Practice in Language Assessment, 147–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15011-1_5.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri

Atti di convegni sul tema "L2 assessment"

1

Lee, Bruce W., e Jason Lee. "LXPER Index 2.0: Improving Text Readability Assessment Model for L2 English Students in Korea". In Proceedings of the 6th Workshop on Natural Language Processing Techniques for Educational Applications, 20–24. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.nlptea-1.3.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Gao, Xingzi, Yujie Gao e Sichang Gao. "The Effectiveness of Audio-Visual Feedback for L2 Chinese Sentence Stress Perception and Production". In 2024 27th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA), 1–6. IEEE, 2024. https://doi.org/10.1109/o-cocosda64382.2024.10800210.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Chen, Meiyun. "Clapping Hands to Word Stress Improves Children's L2 English Pronunciation Accuracy in a Word Imitation Task: Evidence from a Classroom Study". In 2024 27th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA), 1–6. IEEE, 2024. https://doi.org/10.1109/o-cocosda64382.2024.10800217.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Pradhan, Anuj K., Jacob Crossman e Adam Sypniewski. "Improving Driver Engagement During L2 Automation: A Pilot Study". In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2019. http://dx.doi.org/10.17077/drivingassessment.1707.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Lan, Yizhou, e Tongtong Xie. "L2 Accent and Intelligibility by Chinese L2 Speakers of English". In 2021 24th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2021. http://dx.doi.org/10.1109/o-cocosda202152914.2021.9660576.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Bannò, Stefano, Bhanu Balusu, Mark Gales, Kate Knill e Konstantinos Kyriakopoulos. "View-Specific Assessment of L2 Spoken English". In Interspeech 2022. ISCA: ISCA, 2022. http://dx.doi.org/10.21437/interspeech.2022-10691.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Kusumaningrum, Widya, Candradewi Anggraeni e Rangga Asmara. "Envisaging the Needs for Designing L2 Pronunciation Assessment". In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292208.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Graham, Calbert, Paula Buttery e Francis Nolan. "Vowel Characteristics in the Assessment of L2 English Pronunciation". In Interspeech 2016. ISCA, 2016. http://dx.doi.org/10.21437/interspeech.2016-1630.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Banno, Stefano, e Marco Matassoni. "Proficiency Assessment of L2 Spoken English Using Wav2Vec 2.0". In 2022 IEEE Spoken Language Technology Workshop (SLT). IEEE, 2023. http://dx.doi.org/10.1109/slt54892.2023.10023019.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Sabu, Kamini, Prakhar Swarup, Hitesh Tulsiani e Preeti Rao. "Automatic Assessment of Children's L2 Reading for Accuracy and Fluency". In 7th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/slate.2017-21.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri

Rapporti di organizzazioni sul tema "L2 assessment"

1

Park, Yena, Geoffrey LaFlair, Yigal Attali, Andrew Runge e Sarah Goodwin. Interactive Reading - The Duolingo English Test. Duolingo, giugno 2022. http://dx.doi.org/10.46999/rcxb1889.

Testo completo
Abstract (sommario):
This paper introduces a new item type on the Duolingo English Test called Interactive Reading and grounds the item within the Duolingo English Test’s theoretical language assessment design framework and its assessment ecosystem. The innovative response format and automated item generation methods contribute to the specification of the construct of L2 reading, thereby strengthening the validity claims of the Duolingo English Test.
Gli stili APA, Harvard, Vancouver, ISO e altri
2

LaFlair, Geoffrey, Andrew Runge, Yigal Attali, Yena Park, Jacqueline Church e Sarah Goodwin. Interactive Listening - The Duolingo English Test. Duolingo, aprile 2023. http://dx.doi.org/10.46999/egei3342.

Testo completo
Abstract (sommario):
This paper introduces a new integrated task type on the Duolingo English Test called Interactive Listening and grounds the task within the Duolingo English Test’s theoretical language assessment design framework and its assessment ecosystem. The task and automated item generation methods contribute to measurement of the constructs of L2 listening, reading, and writing, thereby strengthening the validity claims of the Duolingo English Test.
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Davis, C. B. Assessment of the RELAP5 multi-dimensional component model using data from LOFT test L2-5. Office of Scientific and Technical Information (OSTI), gennaio 1998. http://dx.doi.org/10.2172/576119.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Bank, Young, Sang Lee e Hho-Jung Kim. Assessment of RELAP5/MOD2, Cycle 36-04 using LOFT (Loss of Fluid Test) Large Break Experiment L2-5. Office of Scientific and Technical Information (OSTI), aprile 1990. http://dx.doi.org/10.2172/7038130.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Escher, J. E. L2 Milestone: Neutron Capture Cross Sections from Surrogate (p, d) Measurements: Determination of the Unknown 87Y(n, g) Cross Section and Assessment of the Method Via the 90Zr(n, g) Benchmark Case: Theory Report. Office of Scientific and Technical Information (OSTI), settembre 2017. http://dx.doi.org/10.2172/1393321.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Ticknor, Lawrence O., Geralyn M. Hemphill e Aparna V. Huzurbazar. Final Report on C8 Enhanced Surveillance Campaign Milestone L2 4654: Surveillance Metrics Assessments on Selected Weapons. Office of Scientific and Technical Information (OSTI), dicembre 2013. http://dx.doi.org/10.2172/1110300.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Klement, Eyal, Elizabeth Howerth, William C. Wilson, David Stallknecht, Danny Mead, Hagai Yadin, Itamar Lensky e Nadav Galon. Exploration of the Epidemiology of a Newly Emerging Cattle-Epizootic Hemorrhagic Disease Virus in Israel. United States Department of Agriculture, gennaio 2012. http://dx.doi.org/10.32747/2012.7697118.bard.

Testo completo
Abstract (sommario):
In September 2006 an outbreak of 'Bluetongue like' disease struck the cattle herds in Israel. Over 100 dairy and beef cattle herds were affected. Epizootic hemorrhagic disease virus (EHDV) (an Orbivirusclosely related to bluetongue virus (BTV)), was isolated from samples collected from several herds during the outbreaks. Following are the aims of the study and summary of the results: which up until now were published in 6 articles in peer-reviewed journals. Three more articles are still under preparation: 1. To identify the origin of the virus: The virus identified was fully sequenced and compared with the sequences available in the GenBank. It appeared that while gene segment L2 was clustered with EHDV-7 isolated in Australia, most of the other segments were clustered with EHDV-6 isolates from South-Africa and Bahrain. This may suggest that the strain which affected Israel on 2006 may have been related to similar outbreaks which occurred in north-Africa at the same year and could also be a result of reassortment with an Australian strain (Wilson et al. article in preparation). Analysis of the serological results from Israel demonstrated that cows and calves were similarly positive as opposed to BTV for which seropositivity in cows was significantly higher than in calves. This finding also supports the hypothesis that the 2006 EHD outbreak in Israel was an incursive event and the virus was not present in Israel before this outbreak (Kedmi et al. Veterinary Journal, 2011) 2. To identify the vectors of this virus: In the US, Culicoides sonorensis was found as an efficient vector of EHDV as the virus was transmitted by midges fed on infected white tailed deer (WTD; Odocoileusvirginianus) to susceptible WTD (Ruder et al. Parasites and Vectors, 2012). We also examined the effect of temperature on replication of EHDV-7 in C. sonorensis and demonstrated that the time to detection of potentially competent midges decreased with increasing temperature (Ruder et al. in preparation). Although multiple attempts were made, we failed to evaluate wild-caught Culicoidesinsignisas a potential vector for EHDV-7; however, our finding that C. sonorensis is a competent vector is far more significant because this species is widespread in the U.S. As for Israeli Culicoides spp. the main species caught near farms affected during the outbreaks were C. imicolaand C. oxystoma. The vector competence studies performed in Israel were in a smaller scale than in the US due to lack of a laboratory colony of these species and due to lack of facilities to infect animals with vector borne diseases. However, we found both species to be susceptible for infection by EHDV. For C. oxystoma, 1/3 of the Culicoidesinfected were positive 11 days post feeding. 3. To identify the host and environmental factors influencing the level of exposure to EHDV, its spread and its associated morbidity: Analysis of the cattle morbidity in Israel showed that the disease resulted in an average loss of over 200 kg milk per cow in herds affected during September 2006 and 1.42% excess mortality in heavily infected herds (Kedmi et al. Journal of Dairy Science, 2010). Outbreak investigation showed that winds played a significant role in virus spread during the 2006 outbreak (Kedmi et al. Preventive Veterinary Medicine, 2010). Further studies showed that both sheep (Kedmi et al. Veterinary Microbiology, 2011) and wild ruminants did not play a significant role in virus spread in Israel (Kedmi et al. article in preparation). Clinical studies in WTD showed that this species is highly susceptibile to EHDV-7 infection and disease (Ruder et al. Journal of Wildlife Diseases, 2012). Experimental infection of Holstein cattle (cows and calves) yielded subclinical viremia (Ruder et al. in preparation). The findings of this study, which resulted in 6 articles, published in peer reviewed journals and 4 more articles which are in preparation, contributed to the dairy industry in Israel by defining the main factors associated with disease spread and assessment of disease impact. In the US, we demonstrated that sufficient conditions exist for potential virus establishment if EHDV-7 were introduced. The significant knowledge gained through this study will enable better decision making regarding prevention and control measures for EHDV and similar viruses, such as BTV.
Gli stili APA, Harvard, Vancouver, ISO e altri
Ti possono interessare anche gli elenchi estesi di opere sul tema "L2 assessment":
Articoli di riviste Tesi Libri
Offriamo sconti su tutti i piani premium per gli autori le cui opere sono incluse in raccolte letterarie tematiche. Contattaci per ottenere un codice promozionale unico!

Vai alla bibliografia