標(biāo)題: Titlebook: Assessing the English Language Writing of Chinese Learners of English; Liz Hamp-Lyons,Yan Jin Book 2022 Springer Nature Switzerland AG 202 [打印本頁] 作者: 和尚吃肉片 時(shí)間: 2025-3-21 17:30
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書目名稱Assessing the English Language Writing of Chinese Learners of English網(wǎng)絡(luò)公開度學(xué)科排名
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書目名稱Assessing the English Language Writing of Chinese Learners of English讀者反饋學(xué)科排名
作者: Progesterone 時(shí)間: 2025-3-21 20:35 作者: IOTA 時(shí)間: 2025-3-22 00:57
A Comparative Study of Chinese Test Takers’ Writing Performance in Integrated and Discrete Tasks: Scs’ performance in high-stakes international tests, particularly in terms of how integrated and discrete assessment may impact on their writing. This book chapter, therefore, aims to fill this gap by comparing Chinese and non-Chinese test takers’ responses in different writing tasks of PTE Academic i作者: Debility 時(shí)間: 2025-3-22 05:28 作者: 猜忌 時(shí)間: 2025-3-22 09:03
Strategy Use and Performance in EFL Writing of Taiwanese Learnersearners in Taiwan struggle to write a “well-organized and generally coherent essay that demonstrates sufficient control of vocabulary and sentence structures” as described in the GEPT High-Intermediate Writing Test Rating Scale. Drawing on a pool of 470 EFL learners who took the GEPT High-Intermedia作者: dictator 時(shí)間: 2025-3-22 13:46 作者: 柔美流暢 時(shí)間: 2025-3-22 19:32
The Writing Sub-scales of the China’s Standards of English Language Ability : Construction and Appli language ability (CSE), with a focus on the sub-scales of English writing in the Chinese EFL context. Based on the Communicative Language Ability model (Bachman, Fundamental considerations in language testing. Oxford University Press, Oxford, 1990; Bachman and Palmer, Language testing in practice: 作者: Bronchial-Tubes 時(shí)間: 2025-3-22 21:44 作者: Inflammation 時(shí)間: 2025-3-23 04:44
Theory-Based Approach to Academic Writing Assessment in Higher Education: A Conceptual Framework foriting assessment” (Behizadeh and Engelhard, Assess Writ 16(3):189–211, 2011: 189). Despite the widely accepted theoretical conception of writing as a cognitive process and social practice situated in a particular socio-cultural context, the most often employed writing assessment task is still prompt作者: 美食家 時(shí)間: 2025-3-23 05:35
Validating a Rating Scale for a University-Based Writing Assessment : The RUC-TWPE Experiencethe validation of a rating scale for a university-based writing assessment, ., in the Renmin University of China, by using the argument-based validation approach. Both quantitative and qualitative methods were employed to guide the collection and analysis of evidence informing the validation. Docume作者: 有權(quán)威 時(shí)間: 2025-3-23 10:12 作者: 不在灌木叢中 時(shí)間: 2025-3-23 14:47 作者: 大量 時(shí)間: 2025-3-23 19:21
Diagnostic Assessment of Written Accuracy : New Directions for Written Corrective Feedback in Seconderimental/quasi-experimental designs, targeted at a limited number of error categories, hence neglecting teachers’ authentic needs in the classroom. The present study seeks to investigate how diagnostic writing assessment can be used to enhance focused WCF practice in authentic L2 writing classrooms作者: 歡樂中國 時(shí)間: 2025-3-23 23:55
Assessment Training in the Use of Portfolios : Voices from Writing Teachersessment in China. The chapter investigates the role and effectiveness of assessment training when Chinese teachers attempt portfolio assessment. The study was conducted in a doctorate degree programme in Hong Kong. Three informants from Mainland China registered an 11-session content course on Engli作者: ADORE 時(shí)間: 2025-3-24 03:16
N. A. Todorov,D. C. Pavlov,K. D. Kostov chapter highlights the need for improving the construct validity of large-scale, standardized writing assessments so as to promote the teaching and learning of writing in English for real communicative purposes.作者: 和諧 時(shí)間: 2025-3-24 08:15
Nature and Culture in the Peasant World, material in their writing, their source use frequency and source type differed in terms of comprehension, the borrowing of ideas, and gaining language and organizational support. From this, implications for the design of and further inquiries into integrated tasks were drawn.作者: tenosynovitis 時(shí)間: 2025-3-24 11:07 作者: laceration 時(shí)間: 2025-3-24 15:12
https://doi.org/10.1007/978-3-030-35437-4of the rating scale and raters. The findings provided preliminary evidence for the evaluation and explanation inferences of the validation framework of the rating scale. Challenges and problems involved in designing the rating scale and developing the school-based writing assessment are also discussed.作者: 琺瑯 時(shí)間: 2025-3-24 19:35
Analysis of Livelihood Security,tfolio assessment respectively. Data were collected by an open-ended questionnaire, post-workshop individual interviews and reflection papers, and analysed by qualitative methods. Implications are drawn to suggest future directions of developing teacher assessment literacy in China and beyond.作者: lymphedema 時(shí)間: 2025-3-25 00:38
Large-Scale English Writing Assessment for Chinese Learners of English : An Introduction to Part I chapter highlights the need for improving the construct validity of large-scale, standardized writing assessments so as to promote the teaching and learning of writing in English for real communicative purposes.作者: CHAFE 時(shí)間: 2025-3-25 04:06
How Chinese College EFL Learners Use Source Material Across Different Integrated Writing Tasks : A C material in their writing, their source use frequency and source type differed in terms of comprehension, the borrowing of ideas, and gaining language and organizational support. From this, implications for the design of and further inquiries into integrated tasks were drawn.作者: FLAT 時(shí)間: 2025-3-25 09:04 作者: 黑豹 時(shí)間: 2025-3-25 12:00 作者: 開始從未 時(shí)間: 2025-3-25 16:48
Assessment Training in the Use of Portfolios : Voices from Writing Teacherstfolio assessment respectively. Data were collected by an open-ended questionnaire, post-workshop individual interviews and reflection papers, and analysed by qualitative methods. Implications are drawn to suggest future directions of developing teacher assessment literacy in China and beyond.作者: 鋼筆記下懲罰 時(shí)間: 2025-3-25 20:25 作者: Medicare 時(shí)間: 2025-3-26 00:26 作者: palette 時(shí)間: 2025-3-26 05:36
N. A. Todorov,D. C. Pavlov,K. D. Kostovbegins with an overview of the development of English writing assessment for Chinese learners of English over the past half century. This is followed by a discussion on the benefits of performance assessment and the inadequacy of task authenticity in large-scale writing assessments. A chapter-by-cha作者: 欄桿 時(shí)間: 2025-3-26 08:46
Food and Feed from Legumes and Oilseedsg performance. Given their significant differences in terms of the underlying assumptions about writing constructs and development, as well as the implications for essay rating processes, whether one type is superior to the other remains a contentious issue. However, to date only a few studies have 作者: 內(nèi)疚 時(shí)間: 2025-3-26 15:32
https://doi.org/10.1007/978-1-4613-0433-3s’ performance in high-stakes international tests, particularly in terms of how integrated and discrete assessment may impact on their writing. This book chapter, therefore, aims to fill this gap by comparing Chinese and non-Chinese test takers’ responses in different writing tasks of PTE Academic i作者: 空洞 時(shí)間: 2025-3-26 18:40 作者: foreign 時(shí)間: 2025-3-27 00:52 作者: Mucosa 時(shí)間: 2025-3-27 01:35 作者: 莊嚴(yán) 時(shí)間: 2025-3-27 08:26
Lawrence J. Berliner,Tateaki Ogata language ability (CSE), with a focus on the sub-scales of English writing in the Chinese EFL context. Based on the Communicative Language Ability model (Bachman, Fundamental considerations in language testing. Oxford University Press, Oxford, 1990; Bachman and Palmer, Language testing in practice: 作者: 紡織品 時(shí)間: 2025-3-27 12:28 作者: 使堅(jiān)硬 時(shí)間: 2025-3-27 15:32 作者: Capture 時(shí)間: 2025-3-27 19:01 作者: 煩人 時(shí)間: 2025-3-27 22:44 作者: forbid 時(shí)間: 2025-3-28 05:26 作者: 謙卑 時(shí)間: 2025-3-28 07:55
Analysis of Livelihood Security,erimental/quasi-experimental designs, targeted at a limited number of error categories, hence neglecting teachers’ authentic needs in the classroom. The present study seeks to investigate how diagnostic writing assessment can be used to enhance focused WCF practice in authentic L2 writing classrooms作者: 支形吊燈 時(shí)間: 2025-3-28 11:59 作者: Panther 時(shí)間: 2025-3-28 15:27
https://doi.org/10.1007/978-3-030-92762-2Advances in understanding of writing assessment; Chinese learners of English; Large-scale assessment o作者: 正面 時(shí)間: 2025-3-28 19:10
978-3-030-92764-6Springer Nature Switzerland AG 2022作者: Evolve 時(shí)間: 2025-3-28 23:35 作者: Iniquitous 時(shí)間: 2025-3-29 06:35
http://image.papertrans.cn/b/image/163309.jpg作者: Entrancing 時(shí)間: 2025-3-29 09:07
Assessing the English Language Writing of Chinese Learners of English作者: 友好關(guān)系 時(shí)間: 2025-3-29 13:22 作者: 鴕鳥 時(shí)間: 2025-3-29 16:10 作者: CUMB 時(shí)間: 2025-3-29 20:21
https://doi.org/10.1007/978-1-4613-0433-3rs outperformed their non-Chinese peers in the tasks of read-to-summarise and essay writing. Chinese test takers also tended to write longer responses with more occurrences of recurrent word combinations, and they used more stance expressions in the essays compared with their peers. A closer examina作者: STYX 時(shí)間: 2025-3-30 03:57
Food and Feed from Legumes and Oilseedsqualitative analyses indicated that explicitly specifying audiences in the writing tasks successfully weakened the understood testing context given that test-takers wrote to the audience specified in the task rather than to rater(s) for the mere purpose of getting a high score. But there were marked作者: ARM 時(shí)間: 2025-3-30 06:22
Nature and Culture in the Peasant World,es. Statistical analyses were employed to explore the relationships between strategy use and writing performance, and a comparison was made between the successful and the unsuccessful candidates of the writing test. Furthermore, we characterized Taiwanese EFL learners’ writing difficulties, as refle作者: Criteria 時(shí)間: 2025-3-30 12:11
Lawrence J. Berliner,Tateaki Ogatas part. The second part is concerned with the praxes of how the writing sub-scales can be applied to assessments of English writing in the Chinese EFL context. On the one hand, the self-assessment descriptors can be localized to enrich the feedback of writing tests to test takers. On the other hand,作者: progestin 時(shí)間: 2025-3-30 13:29
https://doi.org/10.1007/978-94-009-8718-0ternative writing assessment design informed by and reflecting more faithfully theoretical conceptions of writing and language ability. The chapter starts with a brief review of the existing writing theories and a survey of the current practices of writing assessment on large-scale high-stakes EFL t
