File Name: conceptual framework of speaking strategies and speaking proficiency .zip
- CHAPTER ONE – THEORETICAL FOUNDATIONS OF TEACHING AND LEARNING
- Issues in Teaching, Learning and Testing Speaking in a Second Language
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CHAPTER ONE – THEORETICAL FOUNDATIONS OF TEACHING AND LEARNING
This paper provides a narrative review of empirical research on the assessment of speaking proficiency published in selected journals in the field of language assessment. A total of published articles on speaking assessment were collected and systematically analyzed within an argument-based validation framework Chapelle et al. We examined how the published research is represented in the six inferences of this framework, the topics that were covered by each article, and the research methods that were employed in collecting the backings to support the assumptions underlying each inference. Our analysis results revealed that: a most of the collected articles could be categorized into the three inferences of evaluation, generalization , and explanation ; b the topics most frequently explored by speaking assessment researchers included the constructs of speaking ability, rater effects, and factors that affect spoken performance, among others; c quantitative methods were more frequently employed to interrogate the inferences of evaluation and generalization whereas qualitative methods were more frequently utilized to investigate the explanation inference. The paper concludes with a discussion of the implications of this study in relation to gaining a more nuanced understanding of task- or domain-specific speaking abilities, understanding speaking assessment in classroom contexts, and strengthening the interfaces between speaking assessment, and teaching and learning practices. Speaking is a crucial language skill which we use every day to communicate with others, to express our views, and to project our identity.
Rongie C. Jezyl C. European Journal of Foreign Language Teaching. European Journal of English Language Teaching. European Journal of Special Education Research.
Issues in Teaching, Learning and Testing Speaking in a Second Language
It seems that you're in Germany. We have a dedicated site for Germany. The volume constitutes a state-of-the-art account of issues related to teaching, learning and testing speaking in a second language. It brings together contributions by Polish and international scholars which seek to create links between theory, research and classroom practice, report the findings of studies investigating the impact of linguistic, cognitive and affective factors on the development and use of speaking skills, and provide concrete pedagogic proposals for instruction and assessment in this area. As such, the book will be of interest not only to second language acquisition theorists and researchers, but also to foreign language teachers willing to enhance the quality of speaking instruction in their classrooms.
Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. Policies and practices with respect to educating English learners ELs in the United States have historically been driven largely by beliefs and attitudes about how best to ensure that they acquire high levels of functional proficiency in English as quickly as possible Espinosa, These beliefs and attitudes have reflected a combination of what might be regarded as common sense and scientific theories about what is best for ELs with respect to learning English. Generally speaking, educational policies and practices concerning the role of language in the education of ELs reflect four commonly held beliefs see Cook, ; Cummins, ; and Grosjean, , for earlier renditions of these ideas , all of which have been challenged by empirical research see Genesee, , for a review of that evidence :. Taken together, these beliefs have had important implications for thinking about when and how ELs should learn English and about schooling for ELs in general. For example, and of particular importance for the discussion in this chapter, how long does it or should it take ELs to achieve.
Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. DOI: This conceptual paper addresses the information lacuna in the amalgamation between the areas of language learning strategies and international students in Malaysia. View PDF.
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The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates to education admission or employment. It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between and Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. The six reference levels A1, A2, B1, B2, C1, C2 are becoming widely accepted as the European standard for grading an individual's language proficiency.
Learning academic English is probably one of the surest, most reliable ways of attaining socio- economic success in the United States today. Learners cannot function in school settings effectively without it. This variety of English entails the multiple, complex features of English required for success in public schooling and career advancement.
I pointed ahead—— ahead of myself as well as of you.
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Сьюзан с опаской посмотрела на связанного шифровальщика. Стратмор сидел на диване, небрежно положив берет-ту на колени. Вернувшись к терминалу Хейла, Сьюзан приступила к линейному поиску. Четвертая попытка тоже не дала результата. - Пока не везет. - Она вздохнула. - Быть может, придется ждать, пока Дэвид не найдет копию Танкадо.
Я люблю тебя, - шептал коммандер. - Я любил тебя. У нее свело желудок. - Останься со. В ее сознании замелькали страшные образы: светло-зеленые глаза Дэвида, закрывающиеся в последний раз; тело Грега Хейла, его сочащаяся кровь на ковре; обгорелый труп Фила Чатрукьяна на лопастях генератора. - Боль пройдет, - внушал Стратмор. - Ты полюбишь .
Стратмор был взбешен. Халохот впервые сорвал задание, выбрав неблагоприятные время и место. Получить ключ было необходимо, но Стратмор отлично понимал, что посылать глухого киллера в севильский морг было бы настоящим самоубийством. И тогда он стал искать иные возможности. Так начал обретать форму второй план.
Заражал вирусами свое любимое детище. - Нет, - сказала она раздраженно. - Старался спрятать концы в воду, скрыть собственный просчет. А теперь не может отключить ТРАНСТЕКСТ и включить резервное электропитание, потому что вирус заблокировал процессоры.
- Ни вчера, ни. Бринкерхофф пожал плечами: - Быть может, ребята заняты сложной диагностикой. Мидж покачала головой: - Настолько сложной, что она длится уже восемнадцать часов? - Она выдержала паузу. - Маловероятно.