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Manual for Language Test Development and Examining
Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity -
Assessing L2 Academic Speaking Ability: the Need for a Scenario-Based Assessment Approach
Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, Vol. 17, No. 2, pp. 36-40 The Forum Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach Yuna Seong Teachers College, Columbia University In second language (L2) testing literature, from the skills-and-elements approach to the more recent models of communicative language ability, the conceptualization of L2 proficiency has evolved and broadened over the past few decades (Purpura, 2016). Consequently, the notion of L2 speaking ability has also gone through change, which has influenced L2 testers to constantly reevaluate what needs to be assessed and how L2 speaking assessment can adopt different designs and techniques accordingly. The earliest views on speaking ability date back to Lado (1961) and Carroll (1961), who took a skills-and-elements approach and defined language ability in terms of a set of separate language elements (e.g., pronunciation, grammatical structure, lexicon), which are integrated in the skills of reading, writing, listening, and speaking. According to their views, speaking ability could be assessed by test items or tasks that target and measure different language elements discretely to make inferences on one’s speaking ability. On the other hand, Clark (1975) and Jones (1985) put emphasis on communicative effectiveness and the role of performance. Clark (1975) defined speaking ability as one’s “ability to communicate accurately and effectively in real-life language-use contexts” (p. 23), and this approach encouraged the use of performance tasks that replicate real-life situations. However, the most dominant approach to viewing L2 speaking ability and its assessment has been influenced by the models of communicative competence (Canale, 1983; Canale & Swain, 1980) and communicative language ability (Bachman, 1990; Bachman & Palmer, 1996), which brought forth a multicomponential approach to understanding speaking ability in terms of various underlying and interrelated knowledge and competencies. -
Call for Proposals: Language Testing Special Issue 2021
February 28, 2019 Call for Proposals: Language Testing Special Issue 2021 The editors of Language Testing invite proposals from prospective guest editors for the 2021 special issue of the journal. Each year Language Testing devotes a special issue to papers focused on an area of current importance in the field. Guest editors are responsible for overseeing the solicitation, review, editing, and selection of articles for their special issue. Upcoming and past special issue topics have included the following: 2020: Repeated Test Taking and Longitudinal Test Score Analysis, edited by Anthony Green and Alistair Van Moere 2018: Interactional Competence, edited by India Plough, Jayanti Banerjee and Noriko Iwashita 2017: Corpus Linguistics and Language Testing, edited by Sara Cushing 2016: Exploring the Limits of Authenticity in LSP testing: The Case of a Specific-Purpose Language Tests for Health Professionals, edited by Cathie Elder 2015: The Future of Diagnostic Language Assessment, edited by Yon Won Lee 2014: Assessing Oral and Written L2 Performance: Raters’ Decisions, Rating Procedures and Rating Scales, edited by Folkert Kuiken and Ineke Vedder 2013: Language Assessment Literacy, edited by Ofra Inbar-Lourie 2011: Standards-Based Assessment in the United States, edited by Craig Deville and Micheline Chalhoub-Deville 2010: Automated Scoring and Feedback Systems for Language Assessment and Learning, edited by Xiaoming Xi The Language Testing editors will be happy to consider proposals on any coherent theme pertaining to language testing and -
British Council, London (England). English Language *Communicative Competence
DOCUMENT RESUME ED 258 440 FL 014 475 AUTHOR Alderson, J. Charles, 54.; Hughes, Arthur, Ed. TITLE Issues in Language Testing. ELT Documents 111. INSTITUTION British Council, London (England). English Language and Literature Div. REPORT NO ISBN-0-901618-51-9 PUB DATE 81 NOTE 211p, PUB TYPE Collected Works - General (020)-- Reports - Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Communicative Competence (Languages); Conference Proceedings; *English (Second Language); *English for Special Purposes; *Language Proficiency; *Language Tests; Second Language Instruction; Test Validity ABSTRACT A symposium focusing on problems in the assessment of foreign or second language learning brought seven applied linguists together to discuss three areas of debate: communicative language testing, testing of English for specific purposes, and general language proficiency assessment. In each of these areas, the participants reviewed selected papers on the topic, reacted to them on paper, and discussed them as a group. The collected papers, reactions, and discussion reports on communicative language testing include the following: "Communicative Language Testing: Revolution or Evolution" (Keith Morrow) ancl responses by Cyril J. Weir, Alan Moller, and J. Charles Alderson. The next section, 9n testing of English for specific purposes, includes: "Specifications for an English Language Testing Service" (Brendan J. Carroll) and responses by Caroline M. Clapham, Clive Criper, and Ian Seaton. The final section, on general language proficiency, includes: "Basic Concerns /Al Test Validation" (Adrian S. Palmer and Lyle F. Bachman) and "Why Are We Interested in General Language Proficiency'?" (Helmut J. Vollmer), reactions of Arthur Hughes and Alan Davies, and the `subsequent response of Helmut J. Vollmer. -
Impact of Immersion Teaching on English Sociopragmatic Awareness of Chinese Kindergarten Children: a Polite Study
International Education Volume 41 Issue 2 Spring 2012 Impact of Immersion Teaching on English Sociopragmatic Awareness of Chinese Kindergarten Children: A Polite Study Lei Zhang China Women's University Rong Yan Beijing International Studies University Follow this and additional works at: https://trace.tennessee.edu/internationaleducation Part of the International and Comparative Education Commons Copyright © 2013 by the University of Tennessee. Reproduced with publisher's permission. Further reproduction of this article in violation of the copyright is prohibited. https://trace.tennessee.edu/internationaleducation/vol41/iss2/3 Recommended Citation Zhang, Lei and Yan, Rong (2012). Impact of Immersion Teaching on English Sociopragmatic Awareness of Chinese Kindergarten Children: A Polite Study. International Education, Vol. 41 Issue (2). Retrieved from: https://trace.tennessee.edu/internationaleducation/vol41/iss2/3 This Article is brought to you for free and open access by TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in International Education by an authorized editor of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. IMPACT OF IMMERSION TEACHING ON ENGLISH SOCIOPRAGMATIC AWARENESS OF CHINESE KINDERGARTEN CHILDREN: A POLITE STUDY Lei Zhang China Women’s University Rong Yan Beijing International Studies University ABSTRACT The purpose of this paper is to examine the impacts of an early partial im- mersion program as compared to a non-immersion program on English socioprag- matic awareness among Chinese kindergarten children six years of age. Of the 128 children who participated in the experiment involving the use of politeness perception tasks, half received three years of English immersion instruction and the other half were non-immersion children. -
Teaching Pragmatics to Indonesian Learners of English Disa Evawani Lestari, S.S., M.Sc. President University Disa.Silaen@Presid
p-ISSN: 2580-2712 METATHESIS, Vol. 1, No. 2, Oktober 2017 e-ISSN: 2580-2720 Teaching Pragmatics to Indonesian Learners of English Disa Evawani Lestari, S.S., M.Sc. President University [email protected] Abstract Pragmatic competence constitutes a significant factor in determining the success of communication. In real life interaction, a language learner is not only expected to use language and produce utterances which are understandable or grammatically correct, but is also expected to produce utterances which are socioculturally appropriate. However, for students who learn English as a Foreign Language (EFL), the pragmatic competence, which can actually be acquired naturally through social interaction, is quite difficult to acquire due to the limited, if not absent at all, use of English to reach a communication goal in an authentic social interaction/setting (not in a role-play classroom activity). This paper aims to figure out some of those issues of teaching pragmatics in EFL classrooms in Indonesia and to explore the possible solutions based on the concept and approaches informed by the previous studies. The importance of the use of authentic materials, input and production activity, along with understandable feedback are highlighted as some of the ways to fill the lacking space in EFL learners’ pragmatic knowledge. A. INTRODUCTION Encouraged by the communicative competence models proposed by Canale & Swain (1980) and Bachman (1990), the view of second language (L2) learning has undergone a significant shift. Based on these models, L2 learning which was previously seen simply as a mastery of grammatical forms is then perceived to be the acquisition of those forms in a contextualized setting to serve certain social purposes. -
JOURNAL of PRAGMATICS an Interdisciplinary Journal of Language Studies
JOURNAL OF PRAGMATICS An Interdisciplinary Journal of Language Studies AUTHOR INFORMATION PACK TABLE OF CONTENTS XXX . • Description p.1 • Audience p.1 • Impact Factor p.1 • Abstracting and Indexing p.2 • Editorial Board p.2 • Guide for Authors p.4 ISSN: 0378-2166 DESCRIPTION . Aims & Scope Since 1977, the Journal of Pragmatics has provided a forum for bringing together a wide range of research in pragmatics, including cognitive pragmatics, corpus pragmatics, experimental pragmatics, historical pragmatics, interpersonal pragmatics, multimodal pragmatics, sociopragmatics, theoretical pragmatics and related fields. Our aim is to publish innovative pragmatic scholarship from all perspectives, which contributes to theories of how speakers produce and interpret language in different contexts drawing on attested data from a wide range of languages/cultures in different parts of the world. The Journal of Pragmatics also encourages work that uses attested language data to explore the relationship between pragmatics and neighbouring research areas such as semantics, discourse analysis, conversation analysis and ethnomethodology, interactional linguistics, sociolinguistics, linguistic anthropology, media studies, psychology, sociology, and the philosophy of language. Alongside full-length articles, discussion notes and book reviews, the journal welcomes proposals for high quality special issues in all areas of pragmatics which make a significant contribution to a topical or developing area at the cutting-edge of research. AUDIENCE . Linguists, Sociologists, Psychologists, Anthropologists, those involved in Artificial Intelligence, Philosophers interested in pragmatics, semantics, language acquisition, universals of language, computational linguistics, sociolinguistics, speech act theories, discourse analysis, etc. IMPACT FACTOR . 2020: 1.476 © Clarivate Analytics Journal Citation Reports 2021 AUTHOR INFORMATION PACK 6 Oct 2021 www.elsevier.com/locate/pragma 1 ABSTRACTING AND INDEXING . -
Curriculum Vitae, Jan 20 2021 Los Angeles CA, 90089
Mudd Hall of Philosophy Alexis Wellwood 3709 Trousdale Parkway curriculum vitae, Jan 20 2021 Los Angeles CA, 90089 [email protected] hps://semantics.land hps://semantics.land/lab Employment Current Associate Professor, School of Philosophy, University of Southern California (USC) Apr 2020-present Courtesy appointment in the Department of Linguistics Aug 2018-present Aliated faculty to the Cognitive Science Program Aug 2017-present Director of the USC Meaning Lab Aug 2017-present Adjunct Faculty, Department of Linguistics, Northwestern University (NU) Sep 2018-present Previous Assistant Professor, School of Philosophy, USC Aug 2017-Apr 2020 Assistant Professor, Department of Linguistics, NU Aug 2015-Aug 2017 Aliated faculty to the Department of Philosophy Feb 2016-Aug 2017 Aliated faculty to the Cognitive Science Program Sep 2015-Aug 2017 Director of the NU Child Language Development Laboratory Aug 2015-Aug 2017 College Fellow, Weinberg College of Arts and Sciences, NU Aug 2014-Aug 2015 Bagge Fellow, Department of Linguistics, University of Maryland (UMD) Aug 2008-Aug 2009 Undergraduate Research Assistantships, Concordia University Behavioral study of Hungarian vowel harmony, PI C. Reiss 2008 Neurolinguistic study of morphological complexity, PIs R. de Almeida, L. Stockall 2007-2008 Formal analysis of interrogative syntax, PI D. Isac 2007-2008 Education Degrees PhD, Linguistics, University of Maryland, College Park 2009-2014 BA, Honours Linguistics (with Great Distinction), Concordia University, Montreal,´ Canada 2008 1 Summer/winter school -
Koalas, Kiwis and Kangaroos
http://lexikos.journals.ac.za Koalas, Kiwis and Kangaroos: The Challenges of Creating an Online Australian Cultural Dictionary for Learners of English as an Additional Language Julia Miller, School of Education, The University of Adelaide, Australia ([email protected]) Deny A. Kwary, Department of English Literature, Airlangga University, Indonesia ([email protected]) and Ardian W. Setiawan, The State Polytechnic Manufacture Bangka Belitung, Sungai Liat, Indonesia ([email protected]) Abstract: This article reports on an online cultural dictionary for learners of English as an Addi- tional Language (EAL) in Australia. Potential users studying English for academic purposes in an Australian university pre-entry program informed each stage of the dictionary's creation. Consid- eration was given to the need for such a dictionary; terms to be included; information necessary for each entry (including audio and visual material); use of a limited defining vocabulary; example sentences; notes on each term's usage; and evaluation of user feedback once the dictionary had been launched online. Survey data indicate that users particularly value the dictionary's ease of use, example sentences, and specifically Australian content (including pronunciation given in an Australian accent). It is suggested that more entries be added, and that cultural dictionaries be created for other varieties of English, as well as for other languages. Keywords: AUSTRALIAN, CULTURE, DICTIONARY, ENGLISH AS AN ADDITIONAL LANGUAGE, LEARNER'S DICTIONARY, ONLINE Opsomming: Koalas, kiwi's en kangaroes: Die uitdagings in die skep van 'n aanlyn Australiese kulturele woordeboek vir aanleerders van Engels as 'n addisionele taal. In hierdie artikel word verslag gedoen oor 'n aanlyn kulturele woordeboek vir aanleerders van Engels as 'n Addisionele Taal (EAT) in Australië. -
Delimiting Reported Discourse: Cross-Modal Criteria
Linguistic Typology 2019; 23(1): 221–228 Josep Quer Delimiting reported discourse: Cross-modal criteria https://doi.org/10.1515/lingty-2019-0011 The target article “Reported speech as a dedicated syntactic domain: Typological arguments and observations” by Spronck and Nikitina constitutes an ambitious attempt at defining the core properties of reported speech constructions from a typological point of view. Even though the amount of descriptive work in sign languages is still limited when compared to spoken languages, there exists a significant amount of research on this topic. It would have been particularly interesting to incorporate those results into the empirical basis on which the proposal is built. This could also have influenced the choice of label for the phenomenon discussed in their Section 1.2: a more encompassing choice of label such as “reported discourse” might have included automatically both languages in the oral-auditory modality and in the visual-gestural modality, and the reference to other types of reported discourse, such as thought, might have been more transparent. However, beyond the terminological choices, what is particularly interesting from the proposed typological approach is that the evidence provided by sign languages in the domain of linguistic reports provides further support for some of the claims made in the article. From early on, sign language research identified that in linguistic reports a strategy was used whereby the signer adopts the “role” of the reported illocu- tionary agent (for an overview, see Lillo-Martin 2012). This strategy is known as “role shift”, and descriptively it is flagged by the following general character- istics for the sign languages described so far: (i) Marking: a. -
Volume 8 Issue 1 2010
Volume 8 Introduction to the Special Issue: Issue 1 “Semantic Maps: Methods and 2010 Applications” Michael Cysouw, Martin Haspelmath, Andrej Malchukov Max Planck Institute for Evolutionary Anthropology, Leipzig doi: 10.1349/PS1.1537-0852.A.358 url: http://journals.dartmouth.edu/cgi-bin/WebObjects/ Journals.woa/1/xmlpage/1/article/358 Linguistic Discovery Published by the Dartmouth College Library Copyright to this article is held by the authors. ISSN 1537-0852 linguistic-discovery.dartmouth.edu Introduction to the Special Issue “Semantic Maps: Methods and Applications” Michael Cysouw, Martin Haspelmath, Andrej Malchukov Max Planck Institute for Evolutionary Anthropology, Leipzig In recent years the semantic map methodology has enjoyed increasing popularity in cross-linguistic studies. Although there are various ways to create semantic maps, they are all attempts to visually represent cross-linguistic regularity in semantic structure. It has become increasingly clear that these attempts to map out linguistic categorization provide an empirically testable tool for the study of semantic variation across languages. Furthermore, the semantic map approach has shown convergence with grammaticalization theory as well as with research using (implicational) hierarchies, as found in functional typology and optimality theory. Early approaches to drawing semantic maps can be found in Hjelmslev (1963: 53, discussed by Haspelmath 2003: 237), Lazard (2001[1981]: 54), and Anderson (1982). In recent years, semantic maps have been proposed for diverse aspects -
JOURNAL of SEMANTICS Volume 14 (1997)
JOURNAL OF SEMANTICS Volume 14 (1997) CONTENTS Articles Downloaded from https://academic.oup.com/jos/issue/14/4 by guest on 30 September 2021 JAY DAVID ATLAS Negative Adverbials, Prototypical Negation and the De Morgan Taxonomy . 349 ANDREA BONOMI The Progressive and the Structure of Events 173 KAI VON FINTEL Bare Plurals, Bare Conditionals, and only 1 BART GUERTS Good News about the Description Theory of Names 319 ALFONS MAES Referent Ontology and Centering in Discourse 207 RANI NELKEN AND NISSIM FRANCEZ The Analogy between Nominal and Temporal Anaphora Revisited 369 ALMERINDO E. OJEDA A Semantics for the Counting Numerals of Latin 143 MARGA REIS AND INGER ROSENGREN A Modular Approach to the Grammar of Additive Particles: the Case of German Auch 237 DIETER WUNDERLICH Argument Extension by Lexical Adjunction 95 JOOST ZWARTS Vectors as Relative Positions: A Compositional Semantics of Modified PPs 57 LINGUISTICS an interdisciplinary journal oj the language sciences Editor-in-Chief: Wolfgang Klein, Max-Planck-Institut, Nijmegen, The Netherlands LINGUISTICS was founded in 1963 as an international review and reconstituted under a new Editorial Board in 1979. The journal provides an international Downloaded from https://academic.oup.com/jos/issue/14/4 by guest on 30 September 2021 and interdisciplinary forum for research in the language sciences. LINGUISTICS publishes articles and short notices in the traditional disciplines of linguistics: pragmatics, semantics, syntax, morphology, phonology. In addi- tion, it will accept articles and notices from neighboring disciplines that are engaged in the study of natural language: experimental phonetics, psycho- linguistics, and neurolinguistics, and first and second language acquisition.