Design and use of pop-up illustration glossaries as accessibility resources for second language learners in computer-administered tests in a large-scale assessment system

2019 ◽  
Vol 13 (4) ◽  
pp. 277-293
Author(s):  
Guillermo Solano-Flores ◽  
Magda Chia ◽  
Rachel Kachchaf
2019 ◽  
Vol 24 (3) ◽  
pp. 268-290 ◽  
Author(s):  
Ute Römer

Abstract This article reports initial findings from a study that uses written data from second language (L2) learners of English at different proficiency levels (CEFR A1 to C1) in a large-scale investigation of verb-argument construction (VAC) emergence. The findings provide insights into first VACs in L2 learner production, changes in the learners’ VAC repertoire from low to high proficiency levels, and changes in learners’ dominant verb-VAC associations from low to high proficiency levels. The article also addresses the question what role formulaic sequences play in the L2 acquisition of VACs. Data analyses indicate that, from lowest to highest proficiency levels, the VAC repertoire of L2 English learners shows an increase in VAC types, growth in VAC productivity and complexity, and a development from predominantly fixed sequences to more flexible and productive ones. The findings help to expand our understanding of the processes that underlie construction acquisition in an L2 context.


2005 ◽  
Vol 25 ◽  
pp. 243-263 ◽  
Author(s):  
Penny McKay

This chapter describes recent research into the assessment of school-age language learners in both second language and foreign language situations. The review is organized under five areas of research endeavor: the standards movement and its impact on second language learners in schools; large-scale content-based assessment and ways to counteract its negative impact on second language learners; investigations of academic language proficiency; explorations of classroom assessment; and young learner assessment. These areas of research are interrelated but sufficiently distinct to be addressed under separate headings. References to current research from various countries around the world are included, and suggested directions for further research are given.


Entropy ◽  
2021 ◽  
Vol 23 (8) ◽  
pp. 1080
Author(s):  
Kun Sun ◽  
Rong Wang

This study applies relative entropy in naturalistic large-scale corpus to calculate the difference among L2 (second language) learners at different levels. We chose lemma, token, POS-trigram, conjunction to represent lexicon and grammar to detect the difference among different L2 groups using relative entropy. The results show that information distribution discrimination regarding lexical and grammatical differences continues to increase from L2 learners at a lower level to those at a higher level. This result is consistent with the assumption that in the course of second language acquisition, L2 learners develop towards a more complex and diverse use of language. Meanwhile, this study uses the statistics method of time series to process the data on L2 differences yielded by traditional frequency-based methods processing the same L2 corpus to compare with the results of relative entropy. However, the results from the traditional methods rarely show regularity. As compared to the algorithms in traditional approaches, relative entropy performs much better in detecting L2 proficiency development. In this sense, we have developed an effective and practical algorithm for stably detecting and predicting the developments in L2 learners’ language proficiency.


2013 ◽  
Author(s):  
Laura S. Hamilton ◽  
Stephen P. Klein ◽  
William Lorie

2010 ◽  
Author(s):  
Katherine J. Midgley ◽  
Laura N. Soskey ◽  
Phillip J. Holcomb ◽  
Jonathan Grainger

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