Assesst young learner by child friendly methodsIrma Fitriani
A presentation about how an English teacher should assess their young learner students. It shows the suitable method that teacher could apply and one of its technique.
Summary of testing language skills from theory to practice part one (hossein ...Sedigh (Sid) Mohammadi
Testing Language Skills from Theory to Practice part one (Hossein Farhady)
l
این کتاب برای دانشجویان رشته مترجمی و دبیری زبان انگلیسی در مقطع کارشناسی به عنوان منبع اصلی درس آزمون سازی زبان به ارزش 2 واحد تدوین شده است.
Assesst young learner by child friendly methodsIrma Fitriani
A presentation about how an English teacher should assess their young learner students. It shows the suitable method that teacher could apply and one of its technique.
Summary of testing language skills from theory to practice part one (hossein ...Sedigh (Sid) Mohammadi
Testing Language Skills from Theory to Practice part one (Hossein Farhady)
l
این کتاب برای دانشجویان رشته مترجمی و دبیری زبان انگلیسی در مقطع کارشناسی به عنوان منبع اصلی درس آزمون سازی زبان به ارزش 2 واحد تدوین شده است.
20-item Professional Education 1 LET Reviewer | FlippEDFlipped Channel
Link for the correct answers:
http://bit.ly/LETGeneralEducation
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Research Presentation keynote (not yet result)Riniort Huang
This slide was made for the research program of Social Science Methodology course (PO300), BMIR program, Thammasat University, Thailand
Our current research status is under the process of data collection. Our questionnaire that show in this slide is the beta version and may not being use in our actual form of our questionnaire.
Language proficiency assessment oral language
Language proficiency or linguistic proficiency is the ability of an individual to speak or perform in an acquired language.
20-item Professional Education 1 LET Reviewer | FlippEDFlipped Channel
Link for the correct answers:
http://bit.ly/LETGeneralEducation
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Research Presentation keynote (not yet result)Riniort Huang
This slide was made for the research program of Social Science Methodology course (PO300), BMIR program, Thammasat University, Thailand
Our current research status is under the process of data collection. Our questionnaire that show in this slide is the beta version and may not being use in our actual form of our questionnaire.
Language proficiency assessment oral language
Language proficiency or linguistic proficiency is the ability of an individual to speak or perform in an acquired language.
Best Practices for Teaching English to Young Learners by Joan ShinVenezuela TESOL
Workshop offered to English Language teachers in Venezuela as part of the Methodology of the ELT Tour 2011-2 organized by VenTESOL and sponsored by the US Embassy
The impact of structure on word meaning and fill in-the-blank tests procedure...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study to investigate the impact of structure knowing on two types of test, i.e. word-meaning test and fill-in-the-blank test, their correlation and procedures on both short-term and long-term retention of vocabulary items. The importance of the present study, to test the condition that learners are not allowed to use guess strategy or randomly answer the tests and they should give reason semantically for their answer, otherwise their answer, even is correct, is not scored. The population for subject recruitment was all undergraduate students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language.
Tooltip-type, Frame-type, and Concordance Glossing in L2 Readingengedukamall
Lee, J. (2014, September). Tooltip-type, frame-type, and concordance glossing in L2 reading. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
This study investigated the effects of three different types of electronic textual
glossing, namely tooltip-type, frame-type, and concordance glossing, on
foreign language (FL) vocabulary acquisition. The present study was primarily
driven by Nation’s (2009) introduction to the different types of glossing
available for enhancing FL vocabulary learning in computer-assisted learning
environments, and his suggestion that these glossing types be compared in
terms of their effectiveness. While the first two glossing types both provide
the definitions of glossed words but are different from each other in terms of
their user interface designs. In the case of tooltip-type glossing, a pop-up box
showing the definition of a glossed word temporarily appears when a reader
hovers the mouse cursor over the glossed word, and it disappears when he
or she moves the cursor away from the word. This glossing format is
designed in such a way that it would not obscure any surrounding contexts
around the glossed word. On the other hand, in the frame-type glossing, the
definition appears in the bottom frame of the screen when a reader clicks the
glossed word. In the concordance glossing, the glossing device is equipped
with concordance sentences involving the glossed words, through which a
reader is given three authentic sentences from two authoritative reference
corpora (“British National Corpus” and “Brown”) in the frame-type format. A
total of 83 university students of English as a Foreign Language (EFL)
participated in the study. They completed a computer-based reading task, a
reading comprehension test, meaning recall vocabulary tests at three different
points in time, and a post-reading questionnaire. Our findings showed that
the intermediate EFL learners were affected not by a difference in terms of
glossing formats, but by the type of information provided, with tooltip-type
and frame-type glossing bringing about more positive outcomes in terms of
vocabulary learning. On the other hand, these glossing types were found to make no difference in terms of students’ reading comprehension. The findings
further revealed that the tooltip-type and frame-type groups made greater
gains of target vocabulary, while the three groups all experienced a similar
amount of cognitive load, and that these groups consequently rated their
respective glossing more positively than the concordance group.
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
The major thrust of this research has been a psycholinguistic analysis of effectiveness of topic familiarity and two types of translation tasks (from L1 to L2 and L2 to L1) on retention of incidental vocabulary learning for a longer duration. The effects of translation tasks and topic familiarity have been studied individually .However, the relative effect of topic familiarity conditions and translation in two directions have not been attended to in longer period of time. In doing so, thirty intermediate EFL students were asked to translate a few texts in two directions with two conditions of topic (un)familiarity .Each text contains some unknown words .The students were tested on these unknown words and the responses were examined in immediate and delayed post tests. The delayed post test session held after 2 weeks. The results show that, unlike the revised hierarchical model (RHM), translation task directions did not have significant effect on incidental vocabulary learning while retention was more effective with topic familiar texts in the both tests .In addition, topic familiarity of the texts play an important part in the process of incidental vocabulary learning. The article concludes with some suggestions for task designing and vocabulary teaching.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The assessment of deep word knowledge in young learners
1. The Assessment of Deep Word Knowledge in Young First and Second Language Learners Presenter: Chia-Hui Cindy Shen Schoonen, R., & Verhallen, M. (2008). The assessment of deep word knowledge in young first and second language learners. Language Testing, 25 , 211-236. Advisor: Dr. Vincent W. Chang
2. Outline Questions for discussion 6 Introduction 1 Literature review 2 Method 3 Results 4 Discussion and conclusion 5
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8. Dutch as a second language children (DSL) monolingual Dutch peers came up with more syntagmatic, personal, or idiosyncratic meaning associations provided more paradigmatic and decontextualized meanings
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17. The Word Association Task (WAT) paradigmatic relations: the superordination partonomic association perceptual feature
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36. The Assessment of Deep Word Knowledge in Young First and Second Language Learners Thank You ! Schoonen, R., & Verhallen, M. (2008). The assessment of deep word knowledge in young first and second language learners. Language Testing, 25 , 211-236. Presenter: Chia-Hui Cindy Shen Advisor: Dr. Vincent W. Chang
Editor's Notes
They (1998) made a start by developing deep-word knowledge tests based on word associations for 9 to 11 Dutch children, natives as well as nonnatives.
According to Qian and these researchers, certain…. (The construct of deep word knowledge is further specified as the decontextualized knowledge of word meanings and word associations.)
In terms of mental lexicon, children expand their lexical knowledge at school in the 2 directions. The 1 st one is breadth, which refers to the size…, which mean vocabulary size; the other one is depth, which refers to the amount …. How well these items are mastered? It’s the deep word knowledge or the depth of lexical knowledge. [The number of lexical items known (vocabulary size) vs. how well these items are mastered (vocabulary depth or quality) which means ‘The depth of word knowledge refers to ‘How much do you know of a word?’’ The amount or extensiveness of knowledge of individual words is referred to as deep word knowledge or depth of lexical knowledge .]
2. Therefore, 3. 背 which means that all kinds of connections with related words have to be established. 4. Thus, vocabulary learning might be ‘ more a matter of system learning “ than of item learning ’”(Haastrup & Henriksen, 2000). 補充 In the same vein, learning new words is more than the acquisition of isolated lexical units:
According to John Read (1993), there were 3 types of associations , i.e., the relationships between target word and associates : p relation , s and a. According to Clark (1970), syntagmatic responses are influenced to a considerable extant by the left-to-right production of sentences.
Unlike syntagmatic relations, such as bird-fly, bird-nest, bird-egg, para…. A swallow is the subordination and it’s a migratory bird, and the superordiation is an animal. KK [ˋmaɪgrə ͵ torɪ] (In school, new meanings and new relationships between familiar words are learned by way of a continuing process of generalizing, categorizing and abstracting.) and in this way much academic knowledge is logically organized and can be pictured as a tree structure.
In brief, KK [ ͵ ɪdɪəsɪŋˋkrætɪk] 有特性的 They can figure out word meaning in isolation.
唸 Here are some established assessment instruments. (The key question which will be addressed in the next section is how to measure deep word knowledge. Research on this dimension so far has involved adolescent and adult second language learners (Read, 1993; Greidanus & Nienhuis, 2001; Qian, 1999), whereas in this study we focus on primary school children at a relatively early stage of their second language learning, and their schooling generally.)
As you can see this photo, the teacher says a word, then the child listen and point to the corresponding picture.
The second measure of vocabulary size is the Vocabulary Levels Test The child read and match the correct definition, then write down the number.
Paul Meara This test has 5 levels. If you know what it means, check the box beside the word, ; if you aren't sure, do not check the box.
There are two main methods of measuring depth, described by Read (2000) as developmental and dimensions approaches. Little validation Read (2000) developmental and dimensions approaches. Limitations (see Read, 2000; Schmitt, 2010)
VKS asks learners to rate their knowledge of words not in binary terms (I know/I don't know what this word means) but on a five-point scale (ranging from "I don't remember having seen this word before," to "I can use this word in a sentence.
The words here on the left side may help to explain the meaning of "sudden". The words here on the right side are nouns that may come after "sudden" in a phrase or a sentence.
In order to simplify the test for these younger test-takers in two ways: 4. In order to visualize the word associations. (4. …associated with the stimulus word best. What is the best WAF format: 6-option or 8-option?)
Figure 1 is the sample item “banana” from the word association task. Fruit has a paradigmatic relation with banana because it’s the superordination. peel is a part of a banana. It has partonomic association (constituents), and yellow has a distingushing feature and perceptual feature of a banana. Whereas the rest 3 distractors can be associated with banana, but in a more contextualized way!!! In Figure 1, the three related words to be selected are the superordinate fruit, peel and decontextualized syntagmatic relations, the perceptual feature, it’s a distinquishing feature of a banana yellow. Generally speaking, to pick 3 words out of 6 that fit with the stimulus best or always go together with the central word. 1. The intended correct answers represent different kinds of relationship that can be found in a semantic network, such as paradigmatic relations (i.e., superordinate….) 2. Partonomic association 類屬
In order to prevent cheating and to minimize the effects of fatigue or lack of time, …. There were 4 test forms. which might result in the items towards the end not being tested adequately, a variant of each form was created. asterisk [ˋæstə ͵ rɪsk] (WAT-scoring methods were…) Scoring system for the WAT reflects the examinees’ actual knowledge of the words. 2. we considered 改變分數不好的詮釋: Treating each stimulus word – associated word relation (i.e., each (possible) connection) as a separate item causes unwanted interdependence between the items which might inflate reliability estimates. the number of items for which the three intended connecting lines were drawn the word web as just one whole item
Table 1 represents 唸最上面,比上面、比左邊 唸 A sub-group of 86 children were also given the definition task TAK 接著唸最下面那一行。 from a standardized Dutch test battery 系列 for young Dutch (L2) learners TAK= Language Test for Non-native Children, Upper Grades
分成兩組 The data collection was carried out by test assistant, who had to follow an extensive protocol to make sure the administration of the tests as uniform as possible. They went over the WAT procedure with the children, making use of two sample items (see Section II.1). See p. 218. 2. … to the children, who completed them in class.
The reliability of the test items was estimated in terms of …. To equate the test parts an item response analysis was conducted fitting a two-parameter model using BILOG (Mislevy & Bock, 1986). Scoring students’answers is essentially a mechanical task, and thus rater reliability is not an issue in the WAT. Mislevy, R. J., & Bock, R. D. (1986). PC-Bilog. Item analysis and test scoring with binary logistic models. Mooresville, IN: Scientific Software. (^^A two-parameter model was fitted using BILOG.)
Evidence of validity was obtained by…. from a concurrent definition task, and from an analysis of the scores in terms of language background, which is known to be associated with different levels of vocabulary knowledge. The WAT should at least correlate substantially with such a criterion measure. e.g., in this case ....WAT and TAK 互比效度
學生的任務 Task: Children make any associations with a stimulus word. Ss performed quite well.
In sum, this initial analysis indicates that
Table 2 shows that “the test forms for the 3 rd graders had an acceptable degree of difficulty given that the children answered approximately 50% of the 30 items correctly. 藍色五年級 The distributions are skewed [skjud to the left. Small deviations 誤差 from normality are found. 795 children, 405 for WAT-A and 390 for WAT-B WAT-A and WAT-B have 10 items in common and each contains 20 unique items (total 30 items each). The differences between WAT-A and B within each grade are not significant difference. [kɝtosɪs] 峰態 結果報告 The tests are adequate for Grade 3 and, to a slightly lesser degree to Grade 5. For the 5 th graders, the score variance is slightly smaller than in Grade 3 and the
Estimated overall IRT reliability was .915.
Language background had a significant effect.
Table 6 shows the correlation between the two scores. Correction for attenuation shows that the correlation can only amount to a maximum of 0.82 in each grade. The variables do not coin’cide completely. 再說 Both tests thus show a strong ‘true’ correlation, but do not seem to measure exactly the same construct. Which does not lie (A perfect correlation (r = 1.0) does not lie) within the 95% confidence interval of a correlation between .69-.90. 0.82 (95% c.i .: 0.69–0.90 ), which means that the variables do not coincide [͵ koɪnˋsaɪd] 同時發生 completely.
because of delays in their language development (Verhallen, 1994; Verhallen & Schoonen, 1993). Children who are second language learners in particular drop out
whereas
4. Scoring: a 4-point scale per item could be applied to interpret WAT scores. (2. What is the best way to score the WAF? What is the best way to INTERPRET various WAF scores, especially ‘spilt’ scores?) 4. What effect does guessing behavior have on the WAF? Scoring: a four-point scale per item Guessing will have more influence on the results.
Conclusion: the authors claimed that gaining….
All-or-Nothing method vs. a less harsh scoring A well-established test format involving word associations has been adapted for this younger target group and the feasibility of assessing deep word knowledge in primary school children is evaluated empirically. So far we have English tests for the 6 th graders, it is hoped that we could construct our own test format involving word associations to assess deep lexical knowledge. 1-1 Relationships between associates and distractors: semantically related or not? 2-1 Ss can not demonstrate their lexical knowledge. Give Ss positive feedback toward their partial knowledge How to score the WAT? Size: the number of known words What effects do distractor type and distribution of ASSOCIATIONS have on the WAF? frequency range (amount of exposure to the print) How does L2 learners’ depth of vocabulary knowledge relate to the degree and the type of [lexical inferencing] strategies they use? Decontextualization of attribution of meaning
1200 for the junior high school graduates and 320 word for the elementary school children in Taipei city.
In this article the construct of deep word knowledge is further specified as the decontextualized knowledge of word meanings and word associations.