Assessing GrammarCambridge University Press, 18.11.2004 - 305 Seiten A renewed interest in grammar, from pedagogical and research perspectives, has created the need for new approaches to assessing the grammatical ability of language learners. This book presents a comprehensive framework of second language grammatical knowledge and uses this as a base to help readers create their own assessment tools to test students' grammar. |
Inhalt
Abschnitt 1 | 24 |
Abschnitt 2 | 49 |
Abschnitt 3 | 67 |
Abschnitt 4 | 83 |
Abschnitt 5 | 100 |
Abschnitt 6 | 133 |
Abschnitt 7 | 137 |
Abschnitt 8 | 146 |
Abschnitt 9 | 167 |
Abschnitt 10 | 181 |
Abschnitt 11 | 184 |
Abschnitt 12 | 206 |
Abschnitt 13 | 212 |
Abschnitt 14 | 251 |
Abschnitt 15 | 275 |
Andere Ausgaben - Alle anzeigen
Häufige Begriffe und Wortgruppen
accuracy acquisition activities answer approach appropriate asked assessment authenticity Bachman chapter characteristics classroom cohesive communicative complete components consider construct context convey correctness defined definition describe designed determine different direct discourse discussed domain educators effect elicit English errors evidence examine example expected explicit express Figure Finally first focus form and meaning function further given goal grammatical ability grammatical forms grammatical knowledge grammatical meaning important inferences input instruction intended meaning interaction interpretations involves language ability language educators learners learning lexical linguistic literal meaning meaningful measure method morphosyntactic nature performance points possible pragmatic present proficiency qualities questions range refers relationship request require response role rubric scale scoring sentence situation speaking specific structure studies Table teachers teaching test tasks test-takers theory tion topical types understand utterance validity verb writing
Beliebte Passagen
Seite 288 - Speaking and writing in the university: A multidimensional comparison. TESOL Quarterly, 36, 9-48. Biber, D., Conrad, SM, Reppen, R., Byrd, P., Helt, M., Clark, V., et al. (2004). Representing language use in the university: Analysis of the TOEFL 2000 spoken and written academic language corpus (TOEFL Monograph No.
Seite 288 - C, Kulik, JA, and Morgan, MT (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238.