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Erika Rost Jörn Sonnenburg Ralf Hanatschek Karsten Heinz Philippe Barré Radovan Fuchs Adriana Gjonaj Florian Gruber Slobodanka Koprivica Slavi Krušic Peter Mayr Iulia Mihail Husein Panjeta Nikos Sidiropoulos Viktor Stefov Anneliese Stoklaska Sándor Szigeti Jean-Luc Teffo Ivan Videnovic Albena Vutsova Dagmar Simon Hildegard Matthies 《Transition Studies Review》2007,14(2):205-261
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The importance of listening in the context of English language acquisition is gaining acceptance, but its unique attributes in language performance, while substantively and qualitatively justifiable, are generally not psychometrically defined. This article psychometrically supports listening as a distinct domain among the three other domains of language learning—reading, writing, and speaking—through the analysis of listening data from a large-scale K-12 English language proficiency assessment. Student responses in this study were compared on the basis of cognitive, metacognitive, and other learning strategies between high achieving and low achieving listening groups that were formed using a latent mixture distribution model. Latent mixture distribution and differential items functioning analyses together with classical item analysis were used to substantiate or draw attention to literature findings. The article also highlights the importance of social-interactive items that are inadvertently embedded in an assessment that is primarily created to measure academic language. 相似文献
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