Bibliografias temáticas / English language – Usage – Testing

Literatura científica selecionada sobre o tema "English language – Usage – Testing"

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Publicado: 25 de julho de 2024

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Artigos de revistas sobre o assunto "English language – Usage – Testing"

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Winter, Tatjana, e Elen Le Foll. "Testing the pedagogical norm". International Journal of Learner Corpus Research 8, n.º 1 (8 de março de 2022): 31–66. http://dx.doi.org/10.1075/ijlcr.20021.win.

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Abstract English as a foreign language (EFL) textbooks typically present a prescriptive typology of three or four conditional types. We examine the extent to which this long-established English Language Teaching (ELT) typology is reflected in four varieties of English by comparing the forms and functions of four samples of 620 if-conditionals from French school EFL textbooks (TEC-Fr), French L1 Learner English (OpenCLC-Fr), Web English (EnTenTen15-S) and British English (BNC-S). The ELT typology accounts for considerably less than half of if-sentences in the reference data. Even in the EFL textbooks, only 57% of if-conditionals match the typology explicitly taught in their grammar sections. For many formal and functional features, the learner data sits halfway between the distributions of the textbook and reference data. We conclude that the ELT typology needs to be adapted to provide a more representative account of if-conditionals that focuses on L1 and L2 usage and meaning over form.
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Penjak, Ana, e Hrvoje Karninčić. "National identity and language: students′ usage of English terminology within the Croatian language". Journal of Language and Cultural Education 5, n.º 2 (24 de maio de 2017): 40–52. http://dx.doi.org/10.1515/jolace-2017-0017.

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AbstractThis article explores the issue of whether the strength of a country’s national identity can determine extensive use of English instead of Croatian equivalents among Croatian students of kinesiology, both in their professional (i.e. expressions related to sport) and everyday language usage. The study addresses the following issues: a) what does having stronger national identity mean; b) is there correlation between strength of national identity and gender differences in knowledge and preferences in using Croatian equivalents over English terms; c) in which context (everyday or sports) do students use more Croatian terms than English ones? A questionnaire was given to a sample of 100 students from the Faculty of Kinesiology, University of Split, Croatia. The Spearman Rank Order Correlations were used in establishing a correlation between national identity and the usage of Croatian equivalents, while the Mann-Whitney U Test was used in testing gender differences. To conclude, the results show a negative correlation between strength of national identity and knowledge of Croatian equivalents (in 51% of cases, in sports terminology, students do not know the Croatian word, and 78% prefer using English sport terms). Furthermore, gender differences were only found on the scale regarding English grades in high school (women had better grades than men).
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Kovalyova, E. A., e O. M. Loksha. "USE OF INTERNET RESOURCES IN ORGANIZING INDEPENDENT WORK OF BACHELOR STUDENTS IN TEACHING A FOREIGN LANGUAGE". EurasianUnionScientists 8, n.º 5(74) (14 de junho de 2020): 30–36. http://dx.doi.org/10.31618/esu.2413-9335.2020.8.74.779.

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The article considers the possibilities of using internet resources to organize independent work of undergraduate students, addresses the issues arising from internet-based student independent work in the process of English language learning. Recommendations for the selection of internet resources for educational purposes are provided as well as an overview of internet resources that describes their functions and possible ways of usage for teaching English; samples of tasks and assignments for independent work created with the help of internet resources are presented as well as the results of their testing. As a result of the accomplished testing of created tasks and assignments, the students were able to understand the effectiveness and expediency of usage of internet resources in learning English and additionally managed to overcome their difficulties. The results of the repeat study proved that there is potential for more successful usage of internet resources for the organization of student independent work in learning English.
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Yin, Zihan. "Principles of Teaching Cohesion in the English Language Classroom". RELC Journal 49, n.º 3 (22 de maio de 2017): 290–307. http://dx.doi.org/10.1177/0033688217707628.

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Linking adverbials are important for creating textual cohesion in both written and spoken English. While there are reference grammar books describing the usage patterns of linking adverbials and studies investigating learners’ difficulties in using these cohesive devices, there is little discussion on how to effectively teach and learn them. By testing the adequacy of existing textbooks and drawing on corpus findings of the usage patterns of linking adverbials in English, this article suggests principles to guide the teaching and learning of linking adverbials in the English language classroom. The principles suggested in this article will also provide useful guidelines for EAP teachers in different stages of classroom teaching, from pre-class planning, in-class teaching to after-class learning.
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Alfarisy, Fitri, e Aditya Nur Patria. "Designing Online English Test: View from Natural Environmental Preservation". E3S Web of Conferences 448 (2023): 02008. http://dx.doi.org/10.1051/e3sconf/202344802008.

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This research focuses on designing an online English language test that prioritizes environmental preservation. As advancements in technology revolutionize the field of language testing, it is essential to ensure that these innovations align with sustainable practices. By incorporating eco-friendly principles into test development, administration, and data management, language testing programs can contribute to environmental conservation while maintaining the validity and reliability of language assessments. The research explores various strategies and considerations for developing an online language test that minimizes paper usage, reduces energy consumption, and mitigates transportation emissions. Sustainable item formats, digital resources, and energy-efficient infrastructure are emphasized, along with secure test administration practices and responsible waste management. The benefits of such an online language test include reduced environmental impact through paper reduction, energy efficiency, and decreased transportation emissions. Additionally, it promotes accessibility, reach, and inclusivity by enabling remote test-taking and flexible scheduling options. Collaboration, research, and awareness play critical roles in advancing sustainable language testing practices. By integrating environmental considerations into language testing, we can contribute to the broader objective of sustainable education practices and inspire a greener future.
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Akintunde, Abraham Femi. "Purposeful Language Assessment: Selecting the Right Alternative Test". European Journal of Contemporary Education and E-Learning 1, n.º 1 (11 de agosto de 2023): 40–50. http://dx.doi.org/10.59324/ejceel.2023.1(1).04.

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This paper examines Purposeful Language Assessment: Selecting the Right Alternative Test. This paper reviews literature and gives a scholarly back-ground to the paper by reviewing some contributions made by various researchers and institutions on testing in English language instruction particularly its usage in language testing. It unveils some views that people and institutions have shared globally on the assessment in English language instruction in education through surveys and other observations. The paper discusses the function of assessment, self-assessment, alternative assessment, and assessing young learners. The major conclusion of the study is that language skills are major aspect of the English language teaching, as it helps learners' understanding of speaking, listening, reading and writing. Hence, attention should be given to its teaching and consequently proper evaluation of its various items. The paper then recommends that language teachers should pay more attention to the careful construction of the test items and phrase each item clearly so that students know exactly what they are requested to do.
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Belova, S. "CASE STUDY IN TEACHING BUSINESS ENGLISH". National Association of Scientists 3, n.º 66 (14 de maio de 2021): 12–14. http://dx.doi.org/10.31618/nas.2413-5291.2021.3.66.415.

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The article deals with the problem of teaching business English, taking into account the rapid development of cooperation between countries in key areas and the popularity of the given language in business sphere. The usage of the case method in teaching business English is seen as an important element of training due to the possibility of creating and testing real-time situations that students may encounter in business communication. In this regard, we offer an example of teaching business English be means the case method.
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Федик, Тетяна. "QR- CODES: THEIR CREATION AND USAGE AT THE ENGLISH LANGUAGE LESSON". Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, n.º 70 (10 de janeiro de 2024): 75–83. http://dx.doi.org/10.31652/2412-1142-2023-70-75-83.

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The article reveals the essence of such concepts as mobile technologies, mobile learning, BYOD technology, QR-code. It is considered the specificity of the QR-code and the possibilities of its use in educational activities. It is noted that the technology of creation of QR-codes and recognition can be attributed to the elements of the mobile information and communication environment. The advantages and disadvantages of using QR-codes and the form of organization of educational activities are described. The research of modern scientists on the peculiarities of the implementation of the QR-codes in the educational process has been analyzed. The article provides an online resource that generates QR-codes. On the example of one of them, the peculiarities of using the resource and the sequence of stages of code generation are described. It is proposed an algorithm for scanning QR-code using camera of a mobile gadget, as well as a special application by pointing the camera at the image of the code and reading the information. It is mentioned that Internet resources for creating QR-codes are free, so anyone can create them using a special program, thus simplifying the learning process, which involves constant processing and analysis of certain information. Examples of the usage of QR-codes in teaching English are given: conducting quests, games, quizzes, polls and checking students’ knowledge through testing; conducting interesting online tours of world museums; the use of interesting and educational video files for a better understanding of the content learned during classes. It has been established that the usage of QR-codes in the educational process activates the educational activities among students, promotes quick and easy information searching, increases the motivation of students for studying, expands their horizons, provides an opportunity to improve the educational process, guarantees the accessibility and effectiveness of education and the preparation of the young generation for life in information environment.
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Bowen, Betsy A. "Teacher Testing: Advice for Faculty in Literature, Rhetoric, and Creative Writing". English Education 34, n.º 2 (1 de janeiro de 2002): 127–35. http://dx.doi.org/10.58680/ee20021600.

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Discusses the Praxis II exam, “English Language, Literature, and Composition: Content Knowledge,” a two-hour multiple-choice exam with questions on American, British, and world literature, literary terms, grammar and usage, and teaching. Suggests that nowledge of subject matter seems to be related to successful teaching, but whether certification exams can adequately and fairly assess that knowledge has not been established.
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Polshina, Yu, e E. Bondareva. "INTERGRATION OF LANGUAGE TESTING AND ASSESSMENT TERMS FROM ENGLISH INTO RUSSIAN". Focus on Language Education and Research 1, n.º 1 (9 de fevereiro de 2019): 9–15. http://dx.doi.org/10.35213/2686-7516-2019-1-1-9-15.

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Today language studies are one of the most popular international practices, both for everyday purposes and academic reasons. That is why development and implementation of reliable tools and methods for testing and assessment of language proficiency have become an important goal for instructors and linguists across the globe. To promote a universal understanding of the concepts in this area of knowledge there should exist a comprehensive terminology system of testing and assessment. Borrowing of terms from a more developed terminology system has become a common practice, but whether it always brings satisfactory results remains to be seen. This research paper aims at describing the techniques of integrating English language testing and assessment terms into Russian. In order to establish those techniques we conducted the comparative analysis of the most frequently used English terms on language testing and assessment based on their appearance in specialized texts on the subject and their Russian equivalents. The analysis procedure involved examining the phonetic and orthographic form, definitions and contextual usage of both the original terms and their equivalent borrowed into Russian language. Based on that, we can point out the most productive ways of transferring these terms into Russian, in particular, using calques, half-calques and transformational translation. Those methods prove to be effective in terms of securing the transparency of the meaning and providing a universal understanding of the concepts behind the terms which is necessary for successful communication of the experts in the field on international level and development of valid testing instruments. Nevertheless, integration of some terms is less successful due to the significant discrepancies in meaning between the original and borrowed terms leading to misunderstanding and potentially faulty testing and assessment practices. Therefore, the subject matter of borrowing terms in the abovementioned area shall be addressed in a more thorough fashion, and there should be more studies conducted on this issue.
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Teses / dissertações sobre o assunto "English language – Usage – Testing"

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Snyder, Delys Ann Waite. "A Corpus-based Approach to Determining Standard American English". Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2239.pdf.

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Bader, Fadel Mohammed Na'im. "Analysis of error type, source, and gravity in the writing of Arabic ESL students in U.S.A. colleges". PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3753.

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The purpose of this study is to determine the type, possible source and gravity of errors found in the Test of Written English and Placement Tests compositions written by native speakers of Arabic at college level. The first part of the study is an error analysis designed to reveal the types of errors that are most frequently made by Arab students at college level. The sources of these errors are explained according to Richards' classification of errors as inter- and intralingual (1971). Seven types of errors are identified under interlingual category: articles, prepositions, the copula, embedded questions, pronoun retention, semantic and stylistic errors. Intralingual errors included errors in overgeneralization and ignorance of rule restriction.
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Coetzee, Wena. "Language errors in the use of English by two different dialect groups of Afrikaans first language-speakers employed by Nedbank : an analysis and possible remedy". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2063.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: The financial sector of South Africa is increasingly under pressure to ensure that the language used in all communication is aligned with international best practice and, furthermore, that the correct business terminology is applied. Standards of language proficiency and usage have, however, deteriorated over the past few years. This appears to be due mainly to lack of good language education at school level. In Nedbank, specifically, the language used by employees in written external communication is not always on par as is evident from the documentation that Nedbank Editorial and Language Services (Nels), the “language custodian” of the bank, has to edit and translate. Nels decided six years ago that, instead of rewriting all these documents, which is not timeor cost-efficient, to rather give business-writing training across the bank to enable Nedbank employees to increase their general writing proficiency of English. This study aims to establish whether there are discrepancies in the type of error made in English as used by Coloured Afrikaans mother tongue speakers and White Afrikaans mother tongue speakers in order to determine how to customise the business-writing training materials to the benefit of each cultural grouping in Nedbank.
AFRIKAANSE OPSOMMING: Die finansiële sektor in Suid-Afrika is toenemend onder druk om te verseker dat die taal wat in alle kommunikasie gebruik word in ooreenstemming is met internasionale “beste praktyk”, en verder dat die korrekte besigheidsterminologie gebruik word. Taalvaardigheids- en taalgebruiksvlakke het egter oor die afgelope aantal jare verswak, waarskynlik a.g.v. onvoldoende taalonderrig op skool. In Nedbank is die taalgebruik van werknemers in geskrewe eksterne kommunikasie nie altyd van ’n aanvaarbare standaard nie, soos duidelik blyk uit die dokumentasie wat Nedbank Editorial and Language Services (Nels), die bank se “taalbewaarder”, moet redigeer en vertaal. Nels het ses jaar gelede besluit om besigheidskryfkursusse vir die hele groep aan te bied, eerder as om al die eksterne kommunikasie oor te skryf, wat nie tyd- en koste-effektief is nie. Sodoende kan werknemers hulle algemene skryfvaardighede in Engels verbeter. Hierdie studie probeer vasstel of daar moontlike verskille is in die soort foute wat in Engels deur gekleurde Afrikaans-moedertaalsprekers en wit Afrikaans-moedertaalsprekers gemaak word, in ‘n poging om doeltreffende opleidingsmateriaal te ontwikkel vir elke kulturele groepering in Nedbank.
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Mallan, Vijay Kumar, e n/a. "The influence of contextual factors on revision strategies : the case of four Malaysian native speakers of English in a mainstream E.S.L. classroom". University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061024.115955.

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This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud verbal protocols were analysed using the grounded theory approach in conjunction with written texts. The findings suggest that contextual factors influenced classroom practices. The contextual factors included a teacher who was not provided with adequate training, administrative policies which did not provide support for the development of writers based on their abilities, writing instruction which viewed revision as a process of error correction and public assessment practices which were non-transparent. These classroom practices influenced the participants� beliefs about revision. These beliefs affected the quality of their essays as judged by Malaysian public examiners. Additionally, the findings suggest a mismatch between classroom instruction and public examination. Suggestions are made to address these concerns by considering the theoretical underpinnings of the cognitive process, socio-cultural and community of practice models of writing and learning. These include instruction on revision strategies, considering alternative assessment practices, providing formative feedback, ability streaming, focussing on critical reading skills and providing adequate support to the teacher.
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Bilyayeva, Tetiana A. "Cross-Cultural Comparative Study of Users’ Perception of the Navigation Organization of an E-Commerce Web Application". UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/413.

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The object of this study was to assess the influence of native language, as a principal cultural characteristic, one users’ behavior when using a web-based e-commerce application. The study expands on previous research by comparing English and Russian users. The research also considered demographic data to assess additional factors that influence behavior and task performance. The research design encompassed an online shopping application with two different navigation menus. One menu was based on the action-object model and the other was based on the object-action model. The user interface was created in two different languages (Russian and English). This study suggests that language, as a cultural indicator, has a direct relationship to user satisfaction and performance in e-commerce web applications.
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Cheng, Mo-yin Catherina. "Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554372.

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Hantrakul, Chanpen Steffensen Margaret S. "English tense and aspect usage in controlled written discourse by non-native speakers". Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101113.

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Thesis (D.A.)--Illinois State University, 1990.
Title from title page screen, viewed November 4, 2005. Dissertation Committee: Margaret S. Steffensen (chair), Irene T. Brosnahan, Ronald J. Fortune, Ronald S. Halinski, Bruce W. Hawkins. Includes bibliographical references (leaves 144-150) and abstract. Also available in print.
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Frandsen, Jacob F. "Interpreting Standard Usage Empirically". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3986.

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Writers, editors, and everyday language users look to dictionaries, style guides, usage guides, and other published works to help inform their language decisions. They want to know what is Standard English and what is not. Commentators have been prescribing and proscribing certain usages for centuries; however, their advice has traditionally been based on the subjective opinions of the authors. Recent works have analyzed usage by relying wholly or partly on statistical and descriptive data rather than traditional opinion alone; however, no work has presented statistical usage data in a user-friendly and consistent format. This study presents a statistically based methodology for analyzing the standardness of disputed English usage points that can be presented in a dictionary-like format useful to writers and editors. Using data from the Corpus of Contemporary American English, this study determined the percent of use of several disputed usage items. Percents of use were then applied to a statistically based "standardness" scale with several levels. The scale presented in this study is adapted from scales that have been used previously to study language change. In addition, returns from the Corpus of Historical American English were used to present historical trends, if any, for each usage item. It was found that traditional sentiments about certain prescribed and proscribed usage items differ markedly from actual observed usage. Corpus data make it clear that even usage guides that purport to rely at least partly on descriptive data are often wrong about the prevalence and acceptability of usage items. To produce truly objective and accurate analysis, usage advice must depend on corpus data and use a standard usage-trend scale that accounts for how language changes.
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Banning, Yvonne. "English language usage in South African Theatre since 1976". Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23508.

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Lau, Tak-lai Michael. "An analysis of ICT usage among the English teachers in a Hong Kong secondary school /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148230.

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Livros sobre o assunto "English language – Usage – Testing"

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Air Force Human Resources Laboratory. Manpower and Personnel Division, ed. Revision of the basic and intermediate English language tests. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1986.

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D, Davies Alan Ph, ed. Dictionary of language testing. Cambridge [England]: Press Syndicate of the University of Cambridge, 1999.

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Bryon, Mike. How to pass advanced verbal reasoning tests: Essential practice for English usage, critical reasoning and reading comprehension tests. 2a ed. London: Kogan Page, 2010.

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Leacock, Claudia. Automatic assessment of vocabulary usage without negative evidence. Princeton, N.J: Educational Testing Service, 2001.

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Adele, Stern, e National Association of Secondary School Principals (U.S.), eds. Improving college admission test scores: ACT English usage teacher manual. Reston, Va: National Association of Secondary School Principals, 1986.

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Harding, Luke. Accent and listening assessment: A validation study of the use of speakers with L2 accents on an academic English listening test. Frankfurt am Main: Peter Lang, 2011.

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Bryon, Mike. How to Pass Advanced Verbal Reasoning Tests. London: Kogan Page Publishers, 2008.

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Bryon, Mike. The Verbal Reasoning Test Workbook. London: Kogan Page Publishers, 2008.

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Swan, Michael. Basic English usage. 2a ed. London: OUP, 1987.

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Barnes, Ann. Target language testing. Cheltenham: Mary Glasgow Publications, 1997.

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Capítulos de livros sobre o assunto "English language – Usage – Testing"

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Cayado, Dave Kenneth Tayao, e James F. D’Angelo. "Language Testing". In Philippine English, 297–304. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-30.

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Gass, Susan M., e Daniel Reed. "English language testing". In AILA Applied Linguistics Series, 31–50. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/aals.8.04gas.

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Freeborn, Dennis, Peter French e David Langford. "Language and ‘politically correct’ usage". In Varieties of English, 234–54. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22723-5_12.

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Lennon, Paul. "Language Testing". In The Foundations of Teaching English as a Foreign Language, 293–322. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-11.

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Pace-Sigge, Michael. "Testing the Theory through Spoken-Corpus Evidence". In Lexical Priming in Spoken English Usage, 56–67. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137331908_3.

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Coniam, David, e Peter Falvey. "The English Language Benchmark Subject Committee". In High-Stakes Testing, 87–103. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6358-9_6.

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Jenkins, Jennifer, e Constant Leung. "Assessing English as a Lingua Franca". In Language Testing and Assessment, 103–17. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_7.

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Jenkins, Jennifer, e Constant Leung. "Assessing English as a Lingua Franca". In Language Testing and Assessment, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_7-1.

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Poza, Luis E., e Guadalupe Valdés. "Assessing English Language Proficiency in the United States". In Language Testing and Assessment, 427–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_30.

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Poza, Luis E., e Guadalupe Valdés. "Assessing English Language Proficiency in the United States". In Language Testing and Assessment, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_30-1.

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Trabalhos de conferências sobre o assunto "English language – Usage – Testing"

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RATMANIDA, Ratmanida. "The English Language Usage of Teachers' Spoken Language in the Classroom Interaction". In Fifth International Seminar on English Language and Teaching (ISELT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.25.

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Kareva, Lyudmila, e Bayukova Sofia. "THE USAGE OF ENGLISH COMMUNICATIVE VERBS IN SCIENTIFIC TECHNIAL PUBLICATIONS". In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.14.

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In the article “The Usage of English Communicative Verbs in Scientific Technical Publications” communicative verbs of transmission, reception, exchange, transformation, storage and reproduction of information have been examined. It has been revealed peculiarities of communicative verbs typical usage for different scientific publications. The investigation of scientific publications has been corroborated the presence of five lexica-semantic communicative verbs groups.
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Volkova, Svitlana, Stephen Ranshous e Lawrence Phillips. "Predicting Foreign Language Usage from English-Only Social Media Posts". In Proceedings of the 2018 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, Volume 2 (Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/n18-2096.

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Xiao, Jing, e Jing Wang. "Oral English Testing of English-Majors From the Perspective of Communicative Language Testing Theory". In 2017 3rd International Conference on Humanities and Social Science Research (ICHSSR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ichssr-17.2017.32.

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Ovcharova, Bilyana. "SOME ISSUES ON ARTICLE USAGE IN ENGLISH AND BULGARIAN". In International Annual Conference of the Institute for Bulgarian Language (Sofia, 2021). Prof. Marin Drinov Publishing House of Bulgarian Academy of Sciences, 2021. http://dx.doi.org/10.7546/confibl2021.ii.42.

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Endarto, Ignatius Tri, e Karin Lucia Tanojo. "Gamifying Language Testing through Web-Based Platforms". In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.29.

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Амирова, Луиза Захаровна, e Тамилла Ибрагимовна Рагимханова. "FRENCH BORROWINGS IN MODERN ENGLISH LANGUAGE". In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp297.2021.34.22.003.

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Данная статья посвящена актуальной проблеме определения и использования французских заимствований в произведениях англоязычных писателей. В статье приводится обзор видов французских заимствований. Рассматриваются особенности использования французских заимствований на примере коротких рассказов О. Генри и Грэма Грина. This article is devoted to the actual problem of the definition and usage of French borrowings in the works of English-speaking writers. The article provides an overview of the types of French borrowings. The features of the use of French borrowings are considered on the example of short stories by O. Henry and Graham Green.
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Zeremskaya, Yuliya, e Olga Solodovnikova. "EXPERIENCE OF ON-LINE PLATFORM USAGE FOR LEARNING ACADEMIC ENGLISH LANGUAGE". In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1955.

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Jastrzebska, Agnieszka, e Wladyslaw Homenda. "Supervised Identification of Writer's Native Language Based on Their English Word Usage". In 30th International Conference on Information Systems Development. Cluj-Napoca, Romania: Risoprint, 2022. http://dx.doi.org/10.62036/isd.2022.43.

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Shumkova, Anastasia. "THE USAGE OF DIDACTIC POTENTIAL OF TRIZ IN TEACHING ENGLISH LANGUAGE AT HIGHER EDUCATION INSTITUTION". In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.40.

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The author of the given article points out the necessity of applying the methods of problem-oriented teaching and introducing problem tasks into the modern education program at the university. As a tool for realization of the given approach, the author proposes to use the theory of solving inventive problems (TRIZ), which contributes to the development of non-trivial creative thinking of students and the prevention of psychological inertia.The article gives examples of assignments developed on the base of methods of TRIZ-pedagogics and aimed at the formation of communicative competence of junior students of language universities.
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Relatórios de organizações sobre o assunto "English language – Usage – Testing"

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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.
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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, Yena Park, Andrew Runge, Alina von Davier e Kevin Yancey. Duolingo English Test - Writing Construct. Duolingo, março de 2023. http://dx.doi.org/10.46999/arxn5612.

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Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct for the Duolingo English Test, a digital-first assessment. “Digital-first” includes technology such as artificial intelligence (AI) and machine learning, with human expert involvement, throughout all item development, test scoring, and security processes. This work is situated in the Burstein et al. (2022) theoretical ecosystem for digital-first assessment, the first representation of its kind that incorporates design, validation/measurement, and security all situated directly in assessment practices that are digital first. The paper first provides background information about the Duolingo English Test and then defines the writing construct, including the purposes for writing. It also introduces principles underpinning the design of writing items and illustrates sample items that assess the writing construct.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha e Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], fevereiro de 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Burstein, Jill, Geoffrey LaFlair, Antony Kunnan e Alina von Davier. A Theoretical Assessment Ecosystem for a Digital-First Assessment - The Duolingo English Test. Duolingo, março de 2022. http://dx.doi.org/10.46999/kiqf4328.

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The Duolingo English Test is a groundbreaking, digital­first, computer­adaptive measure of English language proficiency for communication and use in English­medium settings. The test measures four key English language proficiency constructs: Speaking, Writing, Reading, and Listening (SWRL), and is aligned with the Common European Framework of Reference for Languages (CEFR) proficiency levels and descriptors. As a digital­first assessment, the test uses “human­in­the­loop AI” from end to end for test security, automated item generation, and scoring of test­taker responses. This paper presents a novel theoretical assessment ecosystem for the Duolingo English Test. It is a theoretical representation of language assessment design, measurement, and test security processes, as well as the test­taker experience factors that contribute to the test validity argument and test impact. The test validity argument is constructed with a digitally­informed chain of inferences that addresses digital affordances applied to the test. The ecosystem is composed of an integrated set of complex frameworks: (1) the Language Assessment Design Framework, (2) the Expanded Evidence­Centered Design Framework, (3) the Computational Psychometrics Framework, and (4) the Test Security Framework. Test­taker experience (TTX) is a test priority throughout the test­taking pipeline, such as low cost, anytime/anywhere, and shorter testing time. The test’s expected impact is aligned with Duolingo’s social mission to lower barriers to education access and offer a secure and delightful test experience, while providing a valid, fair, and reliable test score. The ecosystem leverages principles from assessment theory, computational psychometrics, design, data science, language assessment theory, NLP/AI, and test security.
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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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Näslund-Hadley, Emma, Haydée Alonzo, Neulin Villanueva, Ricardo Gideon e Yvonne Flowers. The Effects of the COVID-19 Pandemic on Education Outcomes in Belize. Inter-American Development Bank, abril de 2023. http://dx.doi.org/10.18235/0004836.

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The COVID-19 pandemic brought school systems to a halt across the globe. In Belize, remote learning was challenging owing to limited access to educational technologies and lack of familiarity with remote learning among teachers. This study draws on national standardized exams and specific achievement testing to assess pandemic-related learning losses at the primary education level. Based on administrative data, the study also analyzes changes in student enrollment, dropout rates, and grade repetition at the primary and secondary levels. We find that school closures resulted in significant learning losses in English language and mathematics at the end of primary education. Matching international trends, the largest losses occurred in mathematics. Among the strands of mathematics content, the one showing the most dramatic loss is number sense in primary schools and geometry in secondary schools; the achievement level in both dropped by around 55 percent. Also, in line with international trends, average student repetition and dropout rates surged at the secondary level after prolonged school closures. The largest increase in dropout and repetition levels were found in urban secondary schools: the average dropout rate increased by 51 percent in the 2020/21 school year, compared with the average rate in the year prior to the start of the pandemic, while the repetition rate increased from 6.7 percent in the 2019/20 school year to 11.6 percent in the 2021/22 school year.
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Jalkanen, Jukka-Pekka, Erik Fridell, Jaakko Kukkonen, Jana Moldanova, Leonidas Ntziachristos, Achilleas Grigoriadis, Maria Moustaka et al. Environmental impacts of exhaust gas cleaning systems in the Baltic Sea, North Sea, and the Mediterranean Sea area. Finnish Meteorological Institute, 2024. http://dx.doi.org/10.35614/isbn.9789523361898.

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Description: Shipping is responsible for a range of different pressures affecting air quality, climate, and the marine environment. Most social and economic analyses of shipping have focused on air pollution assessment and how shipping may impact climate change and human health. This risks that policies may be biased towards air pollution and climate change, whilst impacts on the marine environment are not as well known. One example is the sulfur regulation introduced in January 2020, which requires shipowners to use a compliant fuel with a sulfur content of 0.5% (0.1% in SECA regions) or use alternative compliance options (Exhaust Gas Cleaning Systems, EGCS) that are effective in reducing sulfur oxide (SOx) emissions to the atmosphere. The EGCS cleaning process results in large volumes of discharged water that includes a wide range of contaminants. Although regulations target SOx removal, other pollutants such as polycyclic aromatic hydrocarbons (PAHs), metals and combustion particles are removed from the exhaust to the wash water and subsequently discharged to the marine environment. Based on dilution series of the Whole Effluent Testing (WET), the impact of the EGCS effluent on marine invertebrate species and on phytoplankton was found to vary between taxonomic groups, and between different stages of the invertebrate life cycle. Invertebrates were more affected than phytoplankton, and the most sensitive endpoint detected in the present project was the fertilisation of sea urchin eggs, which were negatively affected at a sample dilution of 1 : 1,000,000. Dilutions of 1: 100,000 were harmful to early development of several of the tested species, including mussels, polychaetes, and crustaceans. The observed effects at these low concentrations of EGCS effluent were reduced egg production, and deformations and abnormal development of the larvae of the species. The ecotoxicological data produced in the EMERGE project were used to derive Predicted No Effect Concentration values. Corresponding modelling studies revealed that the EGCS effluent can be considered as a single entity for 2-10 days from the time of discharge, depending on the environmental conditions like sea currents, winds, and temperature. Area 10-30 km outside the shipping lanes will be prone to contaminant concentrations corresponding to 1 : 1,000,000 dilution which was deemed harmful for most sensitive endpoints of WET experiments. Studies for the Saronikos Gulf (Aegean Sea) revealed that the EGCS effluent dilution rate exceeded the 1 : 1,000,000 ratio 70% of the time at a distance of about 10 km from the port. This was also observed for 15% of the time within a band of 10 km wide along the shipping lane extending 500 km away from the port of Piraeus. When mortality of adult specimens of one of the species (copepod Acartia tonsa) was used as an endpoint it was found to be 3-4 orders of magnitude less sensitive to EGCS effluent than early life stage endpoints like fertilisation of eggs and larval development. Mortality of Acartia tonsa is commonly used in standard protocols for ecotoxicological studies, but our data hence shows that it seriously underestimates the ecologically relevant toxicity of the effluent. The same is true for two other commonly used and recommended endpoints, phytoplankton growth and inhibition of bioluminescence in marine bacteria. Significant toxic effects were reached only after addition of 20-40% effluent. A marine environmental risk assessment was performed for the Öresund region for baseline year 2018, where Predicted Environmental Concentrations (PECs) of open loop effluent discharge water were compared to the PNEC value. The results showed modelled concentrations of open loop effluent in large areas to be two to three orders of magnitude higher than the derived PNEC value, yielding a Risk Characterisation Ratio of 500-5000, which indicates significant environmental risk. Further, it should be noted that between 2018-2022 the number of EGCS vessels more than quadrupled in the area from 178 to 781. In this work, the EGCS discharges of the fleet in the Baltic Sea, North Sea, the English Channel, and the Mediterranean Sea area were studied in detail. The assessments of impacts described in this document were performed using a baseline year 2018 and future scenarios. These were made for the year 2050, based on different projections of transport volumes, also considering the fuel efficiency requirements and ship size developments. From the eight scenarios developed, two extremes were chosen for impact studies which illustrate the differences between a very high EGCS usage and a future without the need for EGCS while still compliant to IMO initial GHG strategy. The scenario without EGCS leads to 50% reduction of GHG emissions using low sulfur fuels, LNG, and methanol. For the high EGCS adoption scenario in 2050, about a third of the fleet sailing the studied sea areas would use EGCS and effluent discharge volumes would be increased tenfold for the Baltic Sea and hundredfold for the Mediterranean Sea when compared to 2018 baseline discharges. Some of the tested species, mainly the copepods, have a central position in pelagic food webs as they feed on phytoplankton and are themselves the main staple food for most fish larvae and for some species of adult fish, e.g., herring. The direct effect of the EGSE on invertebrates will therefore have an important indirect effect on the fish feeding on them. Effects are greatest in and near shipping lanes. Many important shipping lanes run close to shore and archipelago areas, and this also puts the sensitive shallow water coastal ecosystems at risk. It should be noted that no studies on sub-lethal effects of early 19 life stages in fish were included in the EMERGE project, nor are there any available data on this in the scientific literature. The direct toxic effects on fish at the expected concentrations of EGCS effluent are therefore largely unknown. According to the regional modelling studies, some of the contaminants will end up in sediments along the coastlines and archipelagos. The documentation of the complex chemical composition of EGCS effluent is in sharp contrast to the present legislation on threshold levels for content in EGCS effluent discharged from ships, which includes but a few PAHs, pH, and turbidity. Traditional assessments of PAHs in environmental and marine samples focus only on the U.S. Environmental Protection Agency (EPA) list of 16 priority PAHs, which includes only parent PAHs. Considering the complex PAHs assemblages and the importance of other related compounds, it is important to extend the EPA list to include alkyl-PAHs to obtain a representative monitoring of EGCS effluent and to assess the impact of its discharges into the marine environment. An economic evaluation of the installation and operational costs of EGCS was conducted noting the historical fuel price differences of high and low sulfur fuels. Equipment types, installation dates and annual fuel consumption from global simulations indicated that 51% of the global EGCS fleet had already reached break-even by the end of 2022, resulting in a summarised profit of 4.7 billion €2019. Within five years after the initial installation, more than 95% of the ships with open loop EGCS reach break-even. The pollutant loads from shipping come both through atmospheric deposition and direct discharges. This underlines the need of minimising the release of contaminants by using fuels which reduce the air emissions of harmful components without creating new pollution loads through discharges. Continued use of EGCS and high sulfur fossil fuels will delay the transition to more sustainable options. The investments made on EGCS enable ships to continue using fossil fuels instead of transitioning away from them as soon as possible as agreed in the 2023 Dubai Climate Change conference. Continued carriage of residual fuels also increases the risk of dire environmental consequences whenever accidental releases of oil to the sea occur.
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