This comprehensive account of performance-based assessment of L2 lexical proficiency analyzes and compares two of the primary methods of evaluation used in the field and unpacks the ways in which they tap into different dimensions of one model of lexical competence and proficiency.
This comprehensive account of performance-based assessment of L2 lexical proficiency analyzes and compares two of the primary methods of evaluation used in the field and unpacks the ways in which they tap into different dimensions of one model of lexical competence and proficiency.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Agnieszka Le¿ko-Szymäska is Assistant Professor at the Institute of Applied Linguistics at the University of Warsaw, Poland.
Inhaltsangabe
Introduction Chapter 1: Lexical competence and lexical proficiency 1.1. Introduction 1.2. Preliminary definitions 1.2.1. Communicative competence, language ability and language proficiency 1.2.2. Cognitive linguistic models of language 1.2.3. Aspects of language proficiency 1.3.4. Approaches to the description of lexical competence 1.3. Word-centred approaches to the description of lexical competence 1.3.1. Components of word knowledge 1.3.2. Degrees of word knowledge 1.4. Lexicon-centred approaches to the description of lexical competence 1.5. Lexical competence vs. lexical proficiency 1.6. Lexical competence, lexical proficiency and phraseology 1.7. Conclusion Chapter 2: Lexical assessment methods 2.1. Introduction 2.2. Definition and qualities of a language test 2.3. Tasks assessing lexical proficiency 2.4. Task formats 2.4.1. Discrete-point tasks 2.4.2. Integrative tasks 2.4.3. Communicative tasks 2.5. Vocabulary tests 2.5.1. Vocabulary testing for educational purposes 2.5.2. Vocabulary testing for research purposes 2.6. Conclusion Chapter 3: Performance-based assessment of lexical proficiency 3.1. Introduction 3.2. Performance assessment 3.3. The process of writing assessment 3.3.1. Instrument 3.3.2. Raters 3.3.3. Scales 3.4. Vocabulary in writing assessment scales in education 3.4.1. Holistic scales 3.4.2. Analytic scales 3.5. Analytic scales for the assessment of vocabulary in education 3.6. Vocabulary assessment scales for research purposes 3.7. Extraneous variables in the assessment process 3.7.1. Influence of the tasks
Introduction Chapter 1: Lexical competence and lexical proficiency 1.1. Introduction 1.2. Preliminary definitions 1.2.1. Communicative competence, language ability and language proficiency 1.2.2. Cognitive linguistic models of language 1.2.3. Aspects of language proficiency 1.3.4. Approaches to the description of lexical competence 1.3. Word-centred approaches to the description of lexical competence 1.3.1. Components of word knowledge 1.3.2. Degrees of word knowledge 1.4. Lexicon-centred approaches to the description of lexical competence 1.5. Lexical competence vs. lexical proficiency 1.6. Lexical competence, lexical proficiency and phraseology 1.7. Conclusion Chapter 2: Lexical assessment methods 2.1. Introduction 2.2. Definition and qualities of a language test 2.3. Tasks assessing lexical proficiency 2.4. Task formats 2.4.1. Discrete-point tasks 2.4.2. Integrative tasks 2.4.3. Communicative tasks 2.5. Vocabulary tests 2.5.1. Vocabulary testing for educational purposes 2.5.2. Vocabulary testing for research purposes 2.6. Conclusion Chapter 3: Performance-based assessment of lexical proficiency 3.1. Introduction 3.2. Performance assessment 3.3. The process of writing assessment 3.3.1. Instrument 3.3.2. Raters 3.3.3. Scales 3.4. Vocabulary in writing assessment scales in education 3.4.1. Holistic scales 3.4.2. Analytic scales 3.5. Analytic scales for the assessment of vocabulary in education 3.6. Vocabulary assessment scales for research purposes 3.7. Extraneous variables in the assessment process 3.7.1. Influence of the tasks
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