Exploring Language Assessment and Testing / Anthony Green

Public ISBD Titre : Exploring Language Assessment and Testing : Language in Action Type de document : texte imprimé Auteurs : Anthony Green, Auteur Editeur : Routledge Année de publication : 2013 Collection : Routledge Introductions to Applied Linguistics Importance : Paperback, 288 pages Format : 23.4 x 15.6 x 1.5 cm. ISBN/ISSN/EAN : 978-0-415-59724-1 Langues : Anglais Mots-clés : Language  Assessment and Testing Résumé : Reviews 'An especially clear, practical introductory textbook for Masters students in language education and practicing language educators, focusing usefully on common assessment issues in pedagogy, defining succinctly fundamental concepts, and accounting cogently for current theories and recent research.' - Alister Cumming, University of Toronto, Canada '...Green's book has raised my awareness of assessment cycle stages beyond my classroom-wall horizons. Whatever your position in the field of language assessment, I am sure you will find here plenty of relevant, eye-opening, practice-oriented leads that are well worth following up.' - Simon Andrewes, Modern English Teacher 'Overall, this is an excellent introductory-level book that practising teachers and postgraduate students would find very useful. The wide coverage of key concepts and the strategic use of practical examples provide a sound grounding for anyone interested in language assessment and testing.' - Constant Leung, King's College, London 'All in all, Green's clear and practical treatment of common assessment issues in language education offers a succinct introductory textbook for the practitioners in the field. These issues have been deeply taken into account not as concepts only but also, whenever possible, a bridge is made to move from theory to practice.' - Bahareh Farzizadeh, University of Tehran, Iran 'In his new book, Exploring Language Assessment and Testing, Anthony Green successfully presents an overview of past and current issues in language testing with a focus on classroom-based assessment. With an eye toward promoting assessment literacy, Green has written in a way that is easy to understand as well as intellectually engaging. This book is part of the Introductions to Applied Linguistics series by Routledge, which is intended for graduate students in teacher-education courses. Without a doubt, the novice reader will find the material informative and useful.' Note de contenu : Table of Contents 1. Putting Language Assessment in Its Place 2. Purposes for Assessment 3. The Practice of Language Assessment 4. The Qualities of Effective Assessment Systems 5. Assessing Receptive Skills 6. Assessing Productive and Interactive Skills 7. Multiplication and Division: Trends in Language Assessment Exploring Language Assessment and Testing : Language in Action [texte imprimé] / Anthony Green, Auteur . - United Kingdom : Routledge, 2013 . - Paperback, 288 pages ; 23.4 x 15.6 x 1.5 cm.. - (Routledge Introductions to Applied Linguistics) . ISBN : 978-0-415-59724-1 Langues : Anglais Mots-clés : Language  Assessment and Testing Résumé : Reviews 'An especially clear, practical introductory textbook for Masters students in language education and practicing language educators, focusing usefully on common assessment issues in pedagogy, defining succinctly fundamental concepts, and accounting cogently for current theories and recent research.' - Alister Cumming, University of Toronto, Canada '...Green's book has raised my awareness of assessment cycle stages beyond my classroom-wall horizons. Whatever your position in the field of language assessment, I am sure you will find here plenty of relevant, eye-opening, practice-oriented leads that are well worth following up.' - Simon Andrewes, Modern English Teacher 'Overall, this is an excellent introductory-level book that practising teachers and postgraduate students would find very useful. The wide coverage of key concepts and the strategic use of practical examples provide a sound grounding for anyone interested in language assessment and testing.' - Constant Leung, King's College, London 'All in all, Green's clear and practical treatment of common assessment issues in language education offers a succinct introductory textbook for the practitioners in the field. These issues have been deeply taken into account not as concepts only but also, whenever possible, a bridge is made to move from theory to practice.' - Bahareh Farzizadeh, University of Tehran, Iran 'In his new book, Exploring Language Assessment and Testing, Anthony Green successfully presents an overview of past and current issues in language testing with a focus on classroom-based assessment. With an eye toward promoting assessment literacy, Green has written in a way that is easy to understand as well as intellectually engaging. This book is part of the Introductions to Applied Linguistics series by Routledge, which is intended for graduate students in teacher-education courses. Without a doubt, the novice reader will find the material informative and useful.' Note de contenu : Table of Contents 1. Putting Language Assessment in Its Place 2. Purposes for Assessment 3. The Practice of Language Assessment 4. The Qualities of Effective Assessment Systems 5. Assessing Receptive Skills 6. Assessing Productive and Interactive Skills 7. Multiplication and Division: Trends in Language Assessment

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Exploring Language Pedagogy Through Second Language Acquisition Research / Rod Ellis

Public ISBD Titre : Exploring Language Pedagogy Through Second Language Acquisition Research Type de document : texte imprimé Auteurs : Rod Ellis, Auteur ; Natsuko Shintani, Auteur Editeur : Routledge Année de publication : 2014 Collection : Routledge Introductions to Applied Linguistics Importance : 400 p. Format : 23.5 x 15.93 x 2.18 centimetres (0.46 kg) ISBN/ISSN/EAN : 978-0-415-51973-1 Langues : Anglais Résumé : Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include a glossary of key terms, and discussion questions. Following the back-to-front approach of the series, the book takes problematic issues in language pedagogy as its starting points. These are then examined in terms of second language acquisition. Each chapter begins with a look at the pedagogical proposals found in teacher guides and then asks 'Do these proposals accord with what we know about how languages are acquired?' Pedagogical topics covered include teaching methods, syllabus design, explicit instruction, comprehension versus production-based instruction, task-based instruction, authentic materials, the role of the learners' first language in the classroom, error correction and catering for individual differences. Including a glossary of key terms and questions for discussion at the end of each chapter, and assuming no prior knowledge of second language acquisition, this is the ideal text for all students studying language teaching methods, language teacher education, English teaching methodology and second language acquisition modules in advanced undergraduate and postgraduate/graduate TESOL and Applied Linguistics courses. Note de contenu : Table of Contents: SECTION 1: INTRODUCTION 1. Instructed second language acquisition SECTION 2: LANGUAGE PEDAGOGY AND SLA: AN EXTERNAL PERSPECTIVE 2. The method construct and theories of L2 learning 3. Linguistic syllabuses and SLA 4. Explicit instruction and SLA 5. Comprehension-based and production-based approaches to language teaching 6. Task-based language teaching SECTION 3: LANGUAGE PEDAGOGY AND SLA: AN INTERNAL PERSPECTIVE 7. Teaching as 'input' 8. Teaching as 'interaction' 9. Using the L1 in the L2 classroom 10. Corrective feedback SECTION 4: LEARNER DIFFERENCES 11. Catering for learner differences through instruction SECTION 5: CONCLUSION 12. Teaching for learning. Exploring Language Pedagogy Through Second Language Acquisition Research [texte imprimé] / Rod Ellis, Auteur ; Natsuko Shintani, Auteur . - United Kingdom : Routledge, 2014 . - 400 p. ; 23.5 x 15.93 x 2.18 centimetres (0.46 kg). - (Routledge Introductions to Applied Linguistics) . ISBN : 978-0-415-51973-1 Langues : Anglais Résumé : Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include a glossary of key terms, and discussion questions. Following the back-to-front approach of the series, the book takes problematic issues in language pedagogy as its starting points. These are then examined in terms of second language acquisition. Each chapter begins with a look at the pedagogical proposals found in teacher guides and then asks 'Do these proposals accord with what we know about how languages are acquired?' Pedagogical topics covered include teaching methods, syllabus design, explicit instruction, comprehension versus production-based instruction, task-based instruction, authentic materials, the role of the learners' first language in the classroom, error correction and catering for individual differences. Including a glossary of key terms and questions for discussion at the end of each chapter, and assuming no prior knowledge of second language acquisition, this is the ideal text for all students studying language teaching methods, language teacher education, English teaching methodology and second language acquisition modules in advanced undergraduate and postgraduate/graduate TESOL and Applied Linguistics courses. Note de contenu : Table of Contents: SECTION 1: INTRODUCTION 1. Instructed second language acquisition SECTION 2: LANGUAGE PEDAGOGY AND SLA: AN EXTERNAL PERSPECTIVE 2. The method construct and theories of L2 learning 3. Linguistic syllabuses and SLA 4. Explicit instruction and SLA 5. Comprehension-based and production-based approaches to language teaching 6. Task-based language teaching SECTION 3: LANGUAGE PEDAGOGY AND SLA: AN INTERNAL PERSPECTIVE 7. Teaching as 'input' 8. Teaching as 'interaction' 9. Using the L1 in the L2 classroom 10. Corrective feedback SECTION 4: LEARNER DIFFERENCES 11. Catering for learner differences through instruction SECTION 5: CONCLUSION 12. Teaching for learning.

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Exploring Vocabulary / Dee Gardner

Public ISBD Titre : Exploring Vocabulary : Language in Action Type de document : texte imprimé Auteurs : Dee Gardner, Auteur Editeur : Routledge Année de publication : 2013 Collection : Routledge Introductions to Applied Linguistics Importance : 224 p. Format : 23.11 x 15.49 x 1.27 centimetres (0.35 kg) ISBN/ISSN/EAN : 978-0-415-58545-3 Langues : Anglais Mots-clés : Language-Action. Résumé : Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section. Vocabulary is the foundation of language and language learning and as such, knowledge of how to facilitate learners' vocabulary growth is an indispensable teaching skill and curricular component. Exploring Vocabulary is designed to raise teachers' and students' awareness of the interplay between the linguistic, psychological, and instructional aspects of vocabulary acquisition. It focuses on meeting the specific vocabulary needs of English language learners in whatever instructional contexts they may be in, with a special emphasis on addressing the high-stakes needs of learners in academic settings and the workplace. Dee Gardner also introduces a new Common Core Vocabulary, constructed from two of the most well-known and contemporary corpora of English-the British National Corpus and the Corpus of Contemporary American English. Exploring Vocabulary is an essential book for undergraduate and postgraduate students studying vocabulary within Applied Linguistics, TESOL, or Teacher Education, as well as any teacher working with English language learners. Note de contenu : Table of Contents: 1. Introduction 2. The vocabulary of vocabulary 3. Core vocabulary 4. Register-specific vocabulary 5. The tasks of vocabulary learning 6. Building vocabulary knowledge 7. Conclusions. Exploring Vocabulary : Language in Action [texte imprimé] / Dee Gardner, Auteur . - United Kingdom : Routledge, 2013 . - 224 p. ; 23.11 x 15.49 x 1.27 centimetres (0.35 kg). - (Routledge Introductions to Applied Linguistics) . ISBN : 978-0-415-58545-3 Langues : Anglais Mots-clés : Language-Action. Résumé : Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section. Vocabulary is the foundation of language and language learning and as such, knowledge of how to facilitate learners' vocabulary growth is an indispensable teaching skill and curricular component. Exploring Vocabulary is designed to raise teachers' and students' awareness of the interplay between the linguistic, psychological, and instructional aspects of vocabulary acquisition. It focuses on meeting the specific vocabulary needs of English language learners in whatever instructional contexts they may be in, with a special emphasis on addressing the high-stakes needs of learners in academic settings and the workplace. Dee Gardner also introduces a new Common Core Vocabulary, constructed from two of the most well-known and contemporary corpora of English-the British National Corpus and the Corpus of Contemporary American English. Exploring Vocabulary is an essential book for undergraduate and postgraduate students studying vocabulary within Applied Linguistics, TESOL, or Teacher Education, as well as any teacher working with English language learners. Note de contenu : Table of Contents: 1. Introduction 2. The vocabulary of vocabulary 3. Core vocabulary 4. Register-specific vocabulary 5. The tasks of vocabulary learning 6. Building vocabulary knowledge 7. Conclusions.

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