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Second Language Educational Experiences for Adult Learners
Second Language Educational Experiences for Adult Learners explains the latest research on adult learning and then applies that work to specifically address second language learning. In the foundational chapters, this book introduces some of the differences between language learning for adults. In the second half of the volume, the authors move to consider educational design in chapters on curriculum, materials, assessment, and technology. This is an essential book for researchers and students interested in the science of language learning or anyone looking to better understand the science of adult education.
Useful Assessment and Evaluation in Language Education
This volume, derived from papers presented at the 2016 GURT conference, seeks to explore research and examples of practice of assessment and evaluation in language education. The specific--and varied--ways in which assessment and evaluation are able to impact learning and teaching have become an important language education research concern, particularly as educators are increasingly called upon to implement these processes for improvement, accountability, or curricular development purposes. This volume is divided into three parts, each exploring a different element of the conversation around assessment: "Connecting assessment, learners, and learning"; "Innovating, framing, and exploring assessment in language education"; and "Validity evaluation."
The Routledge Handbook of Second Language Acquisition and Language Testing
This Handbook, with 45 chapters written by the world’s leading scholars in second language acquisition (SLA) and language testing, dives into the important interface between SLA and language testing: shared ground where researchers seek to measure second language performance to better understand how people learn their second languages. The Handbook also reviews how to best measure and evaluate the second language (L2) learners’ personal characteristics, backgrounds, and learning contexts to better understand their L2 learning trajectories. Taking a transdisciplinary approach to research, the book builds upon recent theorizing and measurement principles from the fields of applied linguistics, cognitive science, psychology, psycholinguistics, psychometrics, educational measurement, and social psychology. The Handbook is divided into six key sections: (1) Assessment concepts for SLA researchers, (2) Building instruments for SLA research, (3) Measuring individual differences, (4) Measuring language development, (5) Testing specific populations, and (6) Measurement principles for SLA researchers.
Challenges and Innovations in Speaking Assessment
The assessment of second language speaking ability has played a central role in the evolution of language testing theory and practice. Educational Testing Service (ETS) has been a primary innovator in all dimensions of speaking assessment since the 1970s, addressing critical challenges through the advent of new test designs, scoring practices, and measurement technologies to make especially large-scale, standardized testing of speaking ability a reality. This volume presents a sample of key ETS research and development efforts related to speaking assessment over the years. The contributors highlight diverse contributions to conceptualizing the speaking construct, designing speaking test task...
The Routledge Handbook of Second Language Acquisition and Listening
The Routledge Handbook of Second Language Acquisition and Listening offers a state-of-the-art, systematic discussion of the role of listening in second language acquisition (SLA) and use. This handbook positions listening not just as a receptive comprehension skill, but also as an integral part of interaction, a vital component in the process of language acquisition, and a skill which needs attention in its own right. World-leading international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, practical applications, and emerging themes in L2 listening development and processing. They illustrate the role that L2 listening ability plays in understanding SLA and interactional competence, and set the future research agenda to move the field forward. This volume is an indispensable resource to students, scholars, and practitioners from the fields of SLA, cognitive psychology, language teaching, and assessment, as well as those interested in pronunciation, speaking, and oral communication.
Intercultural Communicative Competence and Individual Differences
This book presents a concise critical overview of the literature on intercultural communicative competence (ICC) and offers insights into research on this concept. As a novel contribution to the field, the book frames ICC in relation to other learner variables, such as motivation, willingness to communicate, communication apprehension, and self-perceived communication competence. Based on empirical data, the study proposes and tests a model of English majors’ ICC interacting with individual differences related to L2 communication. The findings highlight that students’ beliefs about their own performance, their apprehension from communication situations and their language learning motivation were successfully integrated into a new model of intercultural communicative competence as understood in an interactional EFL context.
Research Methods for Understanding Child Second Language Development
Butler and Huang’s book is one of the first to focus on second language (L2) development research methods and techniques specifically targeted at children of primary and pre-primary years. The last decade has seen a growing number of L2 studies of children aged 4–12, a demographic with special developmental characteristics that confound research methods designed for studying adults. Written by experts from a variety of disciplines, this book covers major research methods and techniques in existing L2 development research, including observations, surveys, interviews, introspective methods, speech production methods, receptive methods, eye tracking, and brain imaging, as well as research methods specifically designed for L2 children with special educational needs. The book also discusses various age-related considerations and challenges if they are employed to young L2 learners. This will be essential reading for SLA, child development, and TESOL researchers, and students in these courses will benefit particularly from pedagogical material such as further readings and discussion questions.
English Language Proficiency Assessments for Young Learners
English Language Proficiency Assessments for Young Learners provides both theoretical and empirical information about assessing the English language proficiency of young learners. Using large-scale standardized English language proficiency assessments developed for international or U.S. contexts as concrete examples, this volume illustrates rigorous processes of developing and validating assessments with considerations of young learners’ unique characteristics. In this volume, young learners are defined as school-age children from approximately 5 to 13 years old, learning English as a foreign language (EFL) or a second language (ESL). This volume also discusses innovative ways to assess young learners’ English language abilities based on empirical studies, with each chapter offering stimulating ideas for future research and development work to improve English language assessment practices with young learners. English Language Proficiency Assessments for Young Learners is a useful resource for students, test developers, educators, and researchers in the area of language testing and assessment.
Assessing Young Language Learners
This book offers a comprehensive framework for the assessment of young language learners.
