Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-26T05:02:22.990Z Has data issue: false hasContentIssue false
  • English
  • Français

Selected poster presentations from the American Association of Applied Linguistics conference, Denver, USA, March 2020

Resource development in assessment research: Utilizing communicative tasks in a learner corpus

Published online by Cambridge University Press:  16 November 2020

Bradford Salen  and
Margaret Malone
Bradford Salen*
Affiliation:
Georgetown University, USA
Margaret Malone
Affiliation:
Georgetown University, USA
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Research in Progress
Information
Language Teaching , Volume 54 , Issue 1 , January 2021 , pp. 128 - 131
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

A reproduction of the poster discussed is available in the Supplementary Material published alongside this article on Cambridge Core.

References

Amoroso, L. W. (2015). I don't know what it is, but I know it when I hear it: Speaking proficiency and the ACTFL OPI (Doctoral dissertation). Georgetown University, USA.Google Scholar
Bird, S., Klein, E., & Loper, E. (2009). Natural language processing with Python: Analyzing text with the natural language toolkit. Sebastopol, CA: O'Reilly Media, Inc.Google Scholar
Davies, Mark. (2008-) The Corpus of Contemporary American English (COCA): 600 million words, 1990–present. Retrieved from https://english-corpora.org/coca/Google Scholar
De Jong, N. H., & Wempe, T. (2008). Praat script to detect syllable nuclei and measure speech rate automatically. Behavior Research Methods, 41(2), 385–390.CrossRefGoogle Scholar
Gass, S., Mackey, A., & Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning, 55(4), 575–611.CrossRefGoogle Scholar
Jarvis, S. (2013). Capturing the diversity in lexical diversity. Language Learning, 63, 87–106.CrossRefGoogle Scholar
Long, M. H., & Norris, J. M. (2000). Task-based teaching and assessment. In Byram, M. (Ed.), Encyclopedia of language teaching (pp. 597–603). London: Routledge.Google Scholar
Luoma, S. (2004). Assessing speaking. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Malone, M. (2000). Simulated oral proficiency interviews: Recent developments. Center for Applied Linguistics, Washington, DC: ERIC Digest.Google Scholar
Myers, R. (2020). The effects of proficiency level and task level on linguistic production: A CAF analysis of Spanish SOPI data. (Unpublished M.S. thesis) Georgetown University, USA.Google Scholar
Norris, J., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30(4), 555–578.CrossRefGoogle Scholar
Taguchi, N. (2007). Task difficulty in oral speech act production. Applied Linguistics, 28(1), 113–135.CrossRefGoogle Scholar
Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown consortium project: Interventions for student learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 1–75.CrossRefGoogle Scholar
Yu, G. (2010). Lexical diversity in writing and speaking task performances. Applied Linguistics, 31(2), 236–259.CrossRefGoogle Scholar
Supplementary material: Image

Salen and Malone supplementary material

Salen and Malone supplementary material

Download Salen and Malone supplementary material(Image)
Image 3.2 MB