PROFICIENCY ASSESSMENT STANDARDS IN SECOND LANGUAGE ACQUISITION RESEARCH
By Annie Tremblay. Studies in Second Language Acquisition, 2011
180 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/c3effc20740b20a6e8b0d83c493e5c9df8a796f1
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In Developmental and Educational Psychology
In Language and Linguistics
Citations in the corpus
- ASSESSING SECOND-LANGUAGE ORAL PROFICIENCY FOR RESEARCH (2016, unknown): “Thus its use for measuring global profi ciency would be complemented by use of a measure in the written modality, such as a cloze measure, as suggested by Tremblay (Tremblay, 2011 ; Tremblay & Garrison, 2010 ).”
- Proficiency and working memory based explanations for nonnative speakers’ sensitivity to agreement in sentence processing (2012, methodology): “This increased the likelihood that the participants would read the sentences for meaning rather than for form (for a similar study that instead used end of sentence form-focused questions, see Coughlin & Tremblay, 2011). For the experimental items, the comprehension questions included both the cliti”
- ChID: A Large-scale Chinese IDiom Dataset for Cloze Test (2019, methodology): “As a classical method of assessing language proficiency (Fotos, 1991; Jonz, 1991; Tremblay, 2011), cloze test (Taylor, 1953) has been widely employed due to its simplicity in form.”
- Elicited imitation as a measure of second language proficiency: A narrative review and meta-analysis (2016, background): “When grouped in the institutional approach, language proficiency levels can vary even among L2 learners within the same course or program level (Tremblay, 2011).”