B1 Single Sentence Descriptors

2020 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Tuan Sarifah Aini Syed Ahmad ◽  
Anealka Aziz Hussin ◽  
Ghazali Yusri
Keyword(s):  
English Proficiency ◽  
Target Group ◽  
Intermediate Level ◽  
Instructional Games ◽  
Single Sentence ◽  
Learning Assessments ◽  
Learning Progress ◽  
Google Search ◽  
Readability Formula

Single sentences are commonly used to develop objective questions that are used to evaluatestudents’ learning progress. It is crucially important to be able to develop objective questions of differentdifficulty levels consistently. Therefore, B1 Single Sentence Descriptors (B1-SSD) is invented to facilitateinstructors who need to construct single sentences that are used for developing objective questions ofthree difficulty levels at B1 or the intermediate level of English proficiency. To date, there is no descriptorsfor single sentences found on Google Search. From the studies that have been published so far, thereare limited readability formula for single sentences that can be used as guidelines for constructing singlesentences of different difficulty levels. Moreover, the studies employ a strenuous process of determiningof single sentence readability. Therefore, B1-SSD has specified the features for single sentences of threedifficulty levels at B1 or the intermediate level of English proficiency that that are more easily determined.The features can be analysed by using free resources such as the sentence depth by using Enju athttp://www.nactem.ac.uk/enju/demo.html and the vocabulary level by using Online Cambridge Dictionaryat http://dictionary.cambridge.org/. B1-SSD is significantly useful to facilitate instructors in in developingobjective questions faster, more easily and economically. It also has a great potential in developingobjective questions for learning assessments and instructional games that have commercial values for aspecified target group.

A Rationale for Providing Service to the Limited English Proficiency Student

1981 ◽  
Vol 12 (3) ◽  
pp. 145-152 ◽  
Author(s):  
Molly M. Gillcrist
Keyword(s):  
Public School ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Intermediate Level ◽  
The Public ◽  
Speech Language Pathologist ◽  
Facilitation Techniques

This paper presents a rationale for the legitimacy of including Limited English Proficiency students in the caseload of the public school speech-language pathologist and provides an outline of language facilitation techniques and appropriate objectives for students at a beginning or a low intermediate level of English proficiency.

scholarly journals The Investigation of Request Strategies By EFL Learners of The International Institute of Tourism and Business Denpasar

HUMANIS ◽  
2021 ◽  
Vol 25 (2) ◽  
pp. 145
Author(s):  
Gede Eka Wahyu ◽  
Ni Putu Evi Wahyu Citrawati
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
English Proficiency ◽  
Communicative Competence ◽  
Intermediate Level ◽  
International Institute ◽  
Written Discourse ◽  
Efl Learners ◽  
Completion Test ◽  
Request Strategies

Communicative competence has been the goal teaching of a second or foreign language. In acquiring the language, speakers of language also acquire the rules of knowledge and choose the speech acts when communicating with others. This study aimed to investigate the act of request strategies and request perspectives produced by the student of The International Institute of Tourism and Business Denpasar. There are fifty students’ involved in the study with intermediate level in their English proficiency. The data is collected with a written Discourse Completion Test (DCT) which has ten request situations. Soshana Blum Kulka and Olshtain’s (1984) theory is used to categorize the speech acts produce in analyzing data. The result of the project showed that most of the students use internal modification and the number of students external modification in their speech acts.

scholarly journals THE PROFILE OF EFL LEARNERS AS MEASURED BY AN ENGLISH PROFICIENCY TEST

2018 ◽  
Vol 5 (1) ◽  
pp. 115-145
Author(s):  
Gunadi Harry Sulistyo ◽  
Suharyadi Suharyadi
Keyword(s):  
Proficiency Test ◽  
English Proficiency ◽  
Intermediate Level ◽  
Statistical Analyses ◽  
Average Score ◽  
Advanced Level ◽  
Efl Learners ◽  
First Semester ◽  
Study Programs ◽  
The Mean

This study aims at examining the profile of the students’ English proficiency in the Department of English, Universitas Negeri Malang (UM). A number of 277 students across admission classes: 2016, 2015, 2014, and 2013 were involved in the study. Their proficiency was measured using a paper-and-pencil TOEFL-like test. The subtests reliability was assured. The data was analyzed using descriptive and inferential statistical analyses. The results show no respondent reached the advanced level; the majority was in the low intermediate level. The respondents’ score was not linear with their year of admission classes. However, a linearly increasing average score was observed from the scores of Classes of 2015, 2014, and 2013 respectively. Statistical differences in the mean scores of the students across admission classes were observed. Particularly, the mean score of Class of 2016 differed from those of Classes of 2015, 2014, and 2013. Similarly, the mean score of Class of 2013 differed statistically from that of Classes of 2016, 2015, and 2014. However, the mean score of Classes of 2014 and 2015 did not differ statistically. Statistically the mean scores of Classes of 2014 and 2013 in the first semester and those of Classes of 2014 and 2013 in their fifth and seventh semester differed. Next, no evidence of statistical differences was observed in the mean score of the students across different study programs in their seventh semester. Finally, none of Class of 2013 exactly met the graduate profile. However, those beyond the profile and those below the profile were marginally comparable. These findings were further discussed.

Readability of Patient Education Texts Presented on the Internet Related to Vaccines

2019 ◽  
Vol 14 (04) ◽  
pp. 180-185
Author(s):  
Zafer Bağcı ◽  
Betul Kozanhan ◽  
Mahmut Sami Tutar
Keyword(s):  
Health Care ◽  
Health Care Professional ◽  
Patient Information ◽  
Health Care Professionals ◽  
Web Pages ◽  
Significant Difference ◽  
Text Content ◽  
Google Search ◽  
Readability Level ◽  
Readability Formula

Objective This study aimed to compare the readability and the contents of the patient information texts regarding vaccination on Turkish Internet sites. Material and Methods Websites were searched in the Google search engine using the keywords “what is vaccination?” “benefits of vaccination,” “harms of vaccination,” and “side effects of vaccination” in May 2018. Readability was determined using Ateşman and Bezirci–Yilmaz formulas. According to Ateşman readability formula, the higher the readability of a text, the easier it can be read. Readability of “health-care professional” websites was compared with that of “non–health-care professional” websites. The content of the websites was analyzed by two pediatricians. Results After the exclusion of the website not fulfilling the criteria, 44 websites, of which 20 were created by health-care professionals and 24 by non–health-care professionals, were evaluated. Ateşman readability scores were 53.62 ± 14.27 and 54.30 ± 8.60 for websites created by health-care professionals and non–health-care professionals, respectively. Mean readability level was “moderately difficult” for both groups according to Ateşman formula, and there was no significant difference between the two groups (p = 0.83). Mean readability level was categorized as at “secondary-high school” with Bezirci–Yilmaz readability formula, and there was no significant difference between the two groups (p = 0.68). The percentage of the contents of websites prepared by health-care professionals was found to be significantly higher when compared with non–health-care professionals (p = 0.04). Conclusion It was found that the readability of the patient information texts in the web pages related to vaccination was moderately difficult and that the text content was insufficient. To improve the readability, short sentences should be prepared by health-care professionals with few words and syllables. Existing texts should be revised in the light of current information.

Serving Children With Limited English Proficiency in the Schools

1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Do I Shoot Faster Because I Am Thinking about an Outgroup or a Threatening Outgroup?

2016 ◽  
Vol 47 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Jessica Mange ◽  
Keren Sharvit ◽  
Nicolas Margas ◽  
Cécile Sénémeaud
Keyword(s):  
Pilot Study ◽  
Target Group ◽  
Main Study ◽  
Priming Effects ◽  
Males And Females

Abstract. This research examines if aggressive responses through a shooter bias are systematically generated by priming outgroups or if a threat stereotypically associated with the primed outgroup is required. First, a pilot study identified outgroups stereotypically associated and not associated with threat. Afterwards, the main study included a manipulation of target group accessibility – ingroup versus nonthreatening outgroup versus threatening outgroup. Following exposure to primes of the group categories, the participants in all conditions played a shooter game in which the targets were males and females with ambiguous ethnicity and religion. Results demonstrated that while only priming of an outgroup stereotypically associated with threat elicits aggressive responses, priming of both nonthreatening and threatening outgroups leads to an increase in the ability to distinguish between stimuli compared to ingroup priming. These effects are discussed in terms of priming effects, dimensions of threat, and possible interpretations of this ability increase.

The Predictive Validity of Assessment Centers in German-Speaking Regions

2011 ◽  
Vol 10 (2) ◽  
pp. 61-69 ◽  
Author(s):  
Nicolas Becker ◽  
Stefan Höft ◽  
Marcus Holzenkamp ◽  
Frank M. Spinath
Keyword(s):  
Predictive Validity ◽  
Target Group ◽  
Assessment Centers ◽  
Credibility Interval ◽  
German Speaking ◽  
English Speaking ◽  
Intelligence Measures ◽  
Meta Analyses

As previous meta-analyses have focused almost solely on English-speaking regions, this study presents the first systematic meta-analytical examination of the predictive validity of assessment centers (ACs) conducted in German-speaking regions. It summarizes 24 validity coefficients taken from 19 studies (N = 3,556), yielding a mean corrected validity of ρ = .396 (80% credibility interval .235 ≤ ρ ≤ .558). ACs with different purposes and different kinds of criterion measures were analyzed separately. Furthermore, target group (internal vs. external candidates), average age of the assessees, inclusion of intelligence measures, number of instruments used, AC duration, as well as time elapsed between AC and criterion assessment were found to moderate the validity.

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