The Influence of Level of Extroversion, Locus of Control and Gender on Listening and Reading Proficiency in Second Language Acquisition, Magdalena Trinder

Автор: Drackert, Anastasia
Название: Validating language proficiency assessments in second language acquisition research
ISBN: 3631667213 ISBN-13(EAN): 9783631667217
Издательство: Peter Lang
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Цена: 10785.00 р.
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Описание: The book introduces the reader to an argument-based approach to validity as a way to improve test validation in Second Language Acquisition (SLA) research. Motivated by the need for practical suggestions for raising proficiency assessment standards in SLA research, it exemplifies the approach by validating two distinct score interpretations for a new Russian Elicited Imitation Test (EIT). Two empirical investigations with 164 Russian learners in the USA and Germany were conducted to evaluate the accuracy of the score interpretations associated with two distinct test uses. The EIT proved to constitute a reliable and valid instrument for differentiating between a wide range of oracy skills. The proposed cut scores enabled prediction of several levels of speaking and listening proficiency. The author concludes with implications for using the argument-based approach for validating assessments in SLA research, for the use of the developed Russian EIT, and for future research on Elicited Imitation Tests in general.

Автор: Schluer, Jennifer
Название: Lexical and conceptual awareness in l2 reading
ISBN: 3631724977 ISBN-13(EAN): 9783631724972
Издательство: Peter Lang
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Цена: 19751.00 р.
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Описание:

The book explores the novel field of lexical and conceptual awareness in L2 reading from both a theoretical and an empirical perspective. The theoretical part consists of a thorough literature review of the key terms. The empirical part presents an in-depth analysis of L2 learners’ lexical and conceptual awareness/challenges based on text and worksheet data as well as 110 hours of video material. In total, data from 156 L2 learners participating in video-taped collaborative reading scenarios and the corresponding stimulated recall sessions have been analyzed in a primarily qualitative manner. The results demonstrate the multidimensionality of the two major constructs and highlight learners’ need for further support. Theoretical, methodological and practical recommendations are provided.