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Measuring L2 Proficiency
The creation of the Common European Framework of Reference for Languages (CEFR) has given rise to interest and debate among policy makers, testers, teachers and researchers alike in the reliability and feasibility of the assessment of second language (L2) proficiency. This volume brings together concrete ideas on identifying and measuring L2 proficiency from different branches of SLA research (psycholinguistic, sociolinguistic, corpus-based, applied linguistics) to contribute to a deeper understanding of what it means to be proficient in an L2. The chapters introduce a wide range of tools that are innovative, reliable, and easy-to-use for the evaluation of learners’ language level with respect to both productive and receptive skills and provide a variety of answers to the question of how to assess L2 proficiency in a valid, reliable and practical manner. The collection will therefore inspire language teachers, teacher trainers and language testing specialists and help them adapt their assessment practices when necessary, and will also be a valuable resource for postgraduate students and researchers.
Interpreting language-learning data
This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation.
Interpreting language-learning data
This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation.
Language, creoles, varieties
This book offers a selection of papers dealing with second language acquisition, foreign language teaching and creole linguistics inspired by the scientific legacy of Mauritian-born scholar Georges Daniel Véronique (Port-Louis, 1948). An important part of the book is devoted to the description of learner varieties with a focus on sociolinguistic factors, such as the learner situation – from asylum seekers to Erasmus students –, the degree of familiarity with the target language – having or not previous knowledge about a genetically related language –, the degree of literacy, and the type of instruction. Linguistic complexity, case marking, the use of self-positioning pronouns, verba...
Women in the United States Military
Women's participation in the U.S. Armed Forces has grown over time in response to the national need for their services. Throughout each era of American history, patriotic women volunteered to serve their country in a wide variety of official and unofficially sanctioned capacities. When there was a call to duty, the United States Armed Forces always relied upon women to be a part of the effort. This book provides information to enable students and scholars to understand the effect women have had on wars that have shaped the United States.
Médiations dans l’enseignement des langues
Pour faire face au basculement du monde, avons-nous d’autre choix que de nous inter-comprendre pour agir ensemble ? Cette question invite les didacticiens à chercher ce qui nous rassemble en-deçà et au-delà de nos différences et à naviguer entre les langues et les cultures qui se constituent en une vaste système langagier dynamique et complexe. Plongés dans cette constellation de langues, nous sommes face à la nécessité d’en apprendre plusieurs au cours de nos vies sans pour cela renier nos attaches affectives et culturelles (souvent plurielles) avec nos premières langues. L’intercompréhension et l’interculturation reposent sur notre capacité à ressentir, à nous émou...
À la recherche d'une écriture, Chateaubriand
Cet ouvrage est une réédition numérique d’un livre paru au XXe siècle, désormais indisponible dans son format d’origine.
