Learner corpora in language testing and assessment /:
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2015]
|
| Schriftenreihe: | Studies in corpus linguistics.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027268709 9027268703 9027203784 9789027203786 |
Internformat
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| 245 | 0 | 0 | |a Learner corpora in language testing and assessment / |c edited by Marcus Callies, University of Bremen ; Sandra Götz, Justus Liebig University, Giessen. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c [2015] | |
| 264 | 4 | |c ©2015 | |
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| 490 | 1 | |a Studies in Corpus Linguistics ; |v v. 70 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 505 | 0 | |a Learner Corpora in Language Testing and Assessment; Editorial page; Title page; LCC data; Table of contents; Learner corpora in language testing and assessment: Prospects and challenges; Acknowledgements; References; Section I. New corpus resources, tools and methods; The Marburg Corpus of Intermediate Learner English (MILE); 1. Introduction; 2. Learner corpora in the light of the CEFR; 2.1 The raw data; 2.2 The annotation; 3. MILE -- design and compilation; 4. Conclusion; References; Avalingua: Natural language processing for automatic error detection; 1. Introduction. | |
| 505 | 8 | |a 2. Automatic error detection and correction2.1 Previous research; 2.2 Applications; 3. Avalingua; 3.1 Target; 3.2 Motivations; 3.3 The system; 3.3.1 Lexical module; 3.3.2 Spelling module; 3.3.3 Syntactic module; 3.3.4 Language identification; 3.3.5 Student model; 4. System evaluation; 4.1 A specific implementation; 4.2 The learner corpora; 4.3 Evaluation protocol; 4.4 Results; 4.5 Error analysis and discussion; 5. Conclusions; References; Data commentary in science writing: Using a small, specialized corpus for formative assessment practices; 1. Background and aims. | |
| 505 | 8 | |a 2. Approaching data commentary from a pedagogical perspective: The case for small, specialized corpora annotated for discourse movesin the ESP classroom3. A small, specialized corpus of data commentaries; 4. The discourse annotation model; 5. Self-assessment and the role of the corpus; 5.1 Towards corpus-informed formative self-assessment activities; 5.1.1 Teacher-designed activities on moves in data commentaries; 5.1.2 Teacher-designed peer-assessment activities of master's thesis corpus data; 5.1.3 Teacher- and student-initiated activities involving students' own writing. | |
| 505 | 8 | |a 6. Final remarks and outlookAcknowledgement; References; First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication; 1. Introduction; 2. The CMC Learner Corpus; 2.1 CMC in the classroom; 2.2 The CMC corpora; 3. Criteria for assigning proficiency; 3.1 Following established practice; 3.2 Practicality and ease of implementation; 3.3 Reference native-speaker norms; 4. Method; 4.1 Performance decision trees; 4.2 Sequence of PDTs; 4.3 PDT for accuracy; 4.4 PDT for fluency; 4.5 PDT for complexity; 5. Results; 5.1 Preliminary results of proficiency ratings. | |
| 505 | 8 | |a 5.2 Descriptive statistics5.3 Vocabulary level; 6. Discussion; 6.1 Validity of the proficiency measurement tool; 6.2 PDT proficiency levels and institutional status; 6.3 PDT proficiency levels and individual variation; 6.4 Limitations of the proposed measurement tool; 7. Conclusion; References; Appendix; Section II. Data-driven approaches to the assessment of proficiency; The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data ; 1. Introduction; 2. Developmental indices and language proficiency; 3. The CEFR and reference level descriptions. | |
| 546 | |a English. | ||
| 650 | 0 | |a Language and languages |x Ability testing |x Data processing. | |
| 650 | 0 | |a Language and languages |x Study and teaching |x Data processing. | |
| 650 | 0 | |a Learner autonomy. |0 http://id.loc.gov/authorities/subjects/sh2003004278 | |
| 650 | 6 | |a Langage et langues |x Tests d'aptitude |x Informatique. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement |x Informatique. | |
| 650 | 6 | |a Autonomie de l'apprenant. | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x Multi-Language Phrasebooks. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Alphabets & Writing Systems. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x General. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Readers. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Spelling. |2 bisacsh | |
| 650 | 7 | |a Language and languages |x Ability testing |x Data processing |2 fast | |
| 650 | 7 | |a Language and languages |x Study and teaching |x Data processing |2 fast | |
| 650 | 7 | |a Learner autonomy |2 fast | |
| 655 | 4 | |a Electronic book. | |
| 700 | 1 | |a Callies, Marcus, |e editor. | |
| 700 | 1 | |a Götz, Sandra. | |
| 776 | 0 | 8 | |i Print version: |t Learner corpora in language testing and assessment. |d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2015] |z 9789027203786 |w (DLC) 2014049823 |
| 830 | 0 | |a Studies in corpus linguistics. |0 http://id.loc.gov/authorities/names/n98023070 | |
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Datensatz im Suchindex
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| contents | Learner Corpora in Language Testing and Assessment; Editorial page; Title page; LCC data; Table of contents; Learner corpora in language testing and assessment: Prospects and challenges; Acknowledgements; References; Section I. New corpus resources, tools and methods; The Marburg Corpus of Intermediate Learner English (MILE); 1. Introduction; 2. Learner corpora in the light of the CEFR; 2.1 The raw data; 2.2 The annotation; 3. MILE -- design and compilation; 4. Conclusion; References; Avalingua: Natural language processing for automatic error detection; 1. Introduction. 2. Automatic error detection and correction2.1 Previous research; 2.2 Applications; 3. Avalingua; 3.1 Target; 3.2 Motivations; 3.3 The system; 3.3.1 Lexical module; 3.3.2 Spelling module; 3.3.3 Syntactic module; 3.3.4 Language identification; 3.3.5 Student model; 4. System evaluation; 4.1 A specific implementation; 4.2 The learner corpora; 4.3 Evaluation protocol; 4.4 Results; 4.5 Error analysis and discussion; 5. Conclusions; References; Data commentary in science writing: Using a small, specialized corpus for formative assessment practices; 1. Background and aims. 2. Approaching data commentary from a pedagogical perspective: The case for small, specialized corpora annotated for discourse movesin the ESP classroom3. A small, specialized corpus of data commentaries; 4. The discourse annotation model; 5. Self-assessment and the role of the corpus; 5.1 Towards corpus-informed formative self-assessment activities; 5.1.1 Teacher-designed activities on moves in data commentaries; 5.1.2 Teacher-designed peer-assessment activities of master's thesis corpus data; 5.1.3 Teacher- and student-initiated activities involving students' own writing. 6. Final remarks and outlookAcknowledgement; References; First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication; 1. Introduction; 2. The CMC Learner Corpus; 2.1 CMC in the classroom; 2.2 The CMC corpora; 3. Criteria for assigning proficiency; 3.1 Following established practice; 3.2 Practicality and ease of implementation; 3.3 Reference native-speaker norms; 4. Method; 4.1 Performance decision trees; 4.2 Sequence of PDTs; 4.3 PDT for accuracy; 4.4 PDT for fluency; 4.5 PDT for complexity; 5. Results; 5.1 Preliminary results of proficiency ratings. 5.2 Descriptive statistics5.3 Vocabulary level; 6. Discussion; 6.1 Validity of the proficiency measurement tool; 6.2 PDT proficiency levels and institutional status; 6.3 PDT proficiency levels and individual variation; 6.4 Limitations of the proposed measurement tool; 7. Conclusion; References; Appendix; Section II. Data-driven approaches to the assessment of proficiency; The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data ; 1. Introduction; 2. Developmental indices and language proficiency; 3. The CEFR and reference level descriptions. |
| ctrlnum | (OCoLC)903436754 |
| dewey-full | 418.0076 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.0076 |
| dewey-search | 418.0076 |
| dewey-sort | 3418.0076 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn903436754 |
| illustrated | Not Illustrated |
| indexdate | 2024-10-25T16:22:28Z |
| institution | BVB |
| isbn | 9789027268709 9027268703 9027203784 9789027203786 |
| language | English |
| lccn | 2015006085 |
| oclc_num | 903436754 |
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| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Studies in corpus linguistics. |
| series2 | Studies in Corpus Linguistics ; |
| spelling | Learner corpora in language testing and assessment / edited by Marcus Callies, University of Bremen ; Sandra Götz, Justus Liebig University, Giessen. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2015] ©2015 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Studies in Corpus Linguistics ; v. 70 Includes bibliographical references and index. Print version record and CIP data provided by publisher. Learner Corpora in Language Testing and Assessment; Editorial page; Title page; LCC data; Table of contents; Learner corpora in language testing and assessment: Prospects and challenges; Acknowledgements; References; Section I. New corpus resources, tools and methods; The Marburg Corpus of Intermediate Learner English (MILE); 1. Introduction; 2. Learner corpora in the light of the CEFR; 2.1 The raw data; 2.2 The annotation; 3. MILE -- design and compilation; 4. Conclusion; References; Avalingua: Natural language processing for automatic error detection; 1. Introduction. 2. Automatic error detection and correction2.1 Previous research; 2.2 Applications; 3. Avalingua; 3.1 Target; 3.2 Motivations; 3.3 The system; 3.3.1 Lexical module; 3.3.2 Spelling module; 3.3.3 Syntactic module; 3.3.4 Language identification; 3.3.5 Student model; 4. System evaluation; 4.1 A specific implementation; 4.2 The learner corpora; 4.3 Evaluation protocol; 4.4 Results; 4.5 Error analysis and discussion; 5. Conclusions; References; Data commentary in science writing: Using a small, specialized corpus for formative assessment practices; 1. Background and aims. 2. Approaching data commentary from a pedagogical perspective: The case for small, specialized corpora annotated for discourse movesin the ESP classroom3. A small, specialized corpus of data commentaries; 4. The discourse annotation model; 5. Self-assessment and the role of the corpus; 5.1 Towards corpus-informed formative self-assessment activities; 5.1.1 Teacher-designed activities on moves in data commentaries; 5.1.2 Teacher-designed peer-assessment activities of master's thesis corpus data; 5.1.3 Teacher- and student-initiated activities involving students' own writing. 6. Final remarks and outlookAcknowledgement; References; First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication; 1. Introduction; 2. The CMC Learner Corpus; 2.1 CMC in the classroom; 2.2 The CMC corpora; 3. Criteria for assigning proficiency; 3.1 Following established practice; 3.2 Practicality and ease of implementation; 3.3 Reference native-speaker norms; 4. Method; 4.1 Performance decision trees; 4.2 Sequence of PDTs; 4.3 PDT for accuracy; 4.4 PDT for fluency; 4.5 PDT for complexity; 5. Results; 5.1 Preliminary results of proficiency ratings. 5.2 Descriptive statistics5.3 Vocabulary level; 6. Discussion; 6.1 Validity of the proficiency measurement tool; 6.2 PDT proficiency levels and institutional status; 6.3 PDT proficiency levels and individual variation; 6.4 Limitations of the proposed measurement tool; 7. Conclusion; References; Appendix; Section II. Data-driven approaches to the assessment of proficiency; The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data ; 1. Introduction; 2. Developmental indices and language proficiency; 3. The CEFR and reference level descriptions. English. Language and languages Ability testing Data processing. Language and languages Study and teaching Data processing. Learner autonomy. http://id.loc.gov/authorities/subjects/sh2003004278 Langage et langues Tests d'aptitude Informatique. Langage et langues Étude et enseignement Informatique. Autonomie de l'apprenant. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Ability testing Data processing fast Language and languages Study and teaching Data processing fast Learner autonomy fast Electronic book. Callies, Marcus, editor. Götz, Sandra. Print version: Learner corpora in language testing and assessment. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2015] 9789027203786 (DLC) 2014049823 Studies in corpus linguistics. http://id.loc.gov/authorities/names/n98023070 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=969966 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=969966 Volltext |
| spellingShingle | Learner corpora in language testing and assessment / Studies in corpus linguistics. Learner Corpora in Language Testing and Assessment; Editorial page; Title page; LCC data; Table of contents; Learner corpora in language testing and assessment: Prospects and challenges; Acknowledgements; References; Section I. New corpus resources, tools and methods; The Marburg Corpus of Intermediate Learner English (MILE); 1. Introduction; 2. Learner corpora in the light of the CEFR; 2.1 The raw data; 2.2 The annotation; 3. MILE -- design and compilation; 4. Conclusion; References; Avalingua: Natural language processing for automatic error detection; 1. Introduction. 2. Automatic error detection and correction2.1 Previous research; 2.2 Applications; 3. Avalingua; 3.1 Target; 3.2 Motivations; 3.3 The system; 3.3.1 Lexical module; 3.3.2 Spelling module; 3.3.3 Syntactic module; 3.3.4 Language identification; 3.3.5 Student model; 4. System evaluation; 4.1 A specific implementation; 4.2 The learner corpora; 4.3 Evaluation protocol; 4.4 Results; 4.5 Error analysis and discussion; 5. Conclusions; References; Data commentary in science writing: Using a small, specialized corpus for formative assessment practices; 1. Background and aims. 2. Approaching data commentary from a pedagogical perspective: The case for small, specialized corpora annotated for discourse movesin the ESP classroom3. A small, specialized corpus of data commentaries; 4. The discourse annotation model; 5. Self-assessment and the role of the corpus; 5.1 Towards corpus-informed formative self-assessment activities; 5.1.1 Teacher-designed activities on moves in data commentaries; 5.1.2 Teacher-designed peer-assessment activities of master's thesis corpus data; 5.1.3 Teacher- and student-initiated activities involving students' own writing. 6. Final remarks and outlookAcknowledgement; References; First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication; 1. Introduction; 2. The CMC Learner Corpus; 2.1 CMC in the classroom; 2.2 The CMC corpora; 3. Criteria for assigning proficiency; 3.1 Following established practice; 3.2 Practicality and ease of implementation; 3.3 Reference native-speaker norms; 4. Method; 4.1 Performance decision trees; 4.2 Sequence of PDTs; 4.3 PDT for accuracy; 4.4 PDT for fluency; 4.5 PDT for complexity; 5. Results; 5.1 Preliminary results of proficiency ratings. 5.2 Descriptive statistics5.3 Vocabulary level; 6. Discussion; 6.1 Validity of the proficiency measurement tool; 6.2 PDT proficiency levels and institutional status; 6.3 PDT proficiency levels and individual variation; 6.4 Limitations of the proposed measurement tool; 7. Conclusion; References; Appendix; Section II. Data-driven approaches to the assessment of proficiency; The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data ; 1. Introduction; 2. Developmental indices and language proficiency; 3. The CEFR and reference level descriptions. Language and languages Ability testing Data processing. Language and languages Study and teaching Data processing. Learner autonomy. http://id.loc.gov/authorities/subjects/sh2003004278 Langage et langues Tests d'aptitude Informatique. Langage et langues Étude et enseignement Informatique. Autonomie de l'apprenant. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Ability testing Data processing fast Language and languages Study and teaching Data processing fast Learner autonomy fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2003004278 |
| title | Learner corpora in language testing and assessment / |
| title_auth | Learner corpora in language testing and assessment / |
| title_exact_search | Learner corpora in language testing and assessment / |
| title_full | Learner corpora in language testing and assessment / edited by Marcus Callies, University of Bremen ; Sandra Götz, Justus Liebig University, Giessen. |
| title_fullStr | Learner corpora in language testing and assessment / edited by Marcus Callies, University of Bremen ; Sandra Götz, Justus Liebig University, Giessen. |
| title_full_unstemmed | Learner corpora in language testing and assessment / edited by Marcus Callies, University of Bremen ; Sandra Götz, Justus Liebig University, Giessen. |
| title_short | Learner corpora in language testing and assessment / |
| title_sort | learner corpora in language testing and assessment |
| topic | Language and languages Ability testing Data processing. Language and languages Study and teaching Data processing. Learner autonomy. http://id.loc.gov/authorities/subjects/sh2003004278 Langage et langues Tests d'aptitude Informatique. Langage et langues Étude et enseignement Informatique. Autonomie de l'apprenant. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Ability testing Data processing fast Language and languages Study and teaching Data processing fast Learner autonomy fast |
| topic_facet | Language and languages Ability testing Data processing. Language and languages Study and teaching Data processing. Learner autonomy. Langage et langues Tests d'aptitude Informatique. Langage et langues Étude et enseignement Informatique. Autonomie de l'apprenant. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics General. LANGUAGE ARTS & DISCIPLINES Readers. LANGUAGE ARTS & DISCIPLINES Spelling. Language and languages Ability testing Data processing Language and languages Study and teaching Data processing Learner autonomy Electronic book. |
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