An Introduction to Applied Linguistics
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Norbert Schmitt (ed.) - An Introduction to Applied Linguistics (2010, Routledge) - libgen.li
teacher education, but also consolidate and extend scholarship in studies of English
writing, particularly in a foreign language setting.’) Overall, how effective do you think this proposal is in responding to the rhetorical situation? What aspects of the proposal are particularly effective? What aspects of the text could be improved? 281 Suggested Solutions Overall, the proposal does what it needs to do. The most obvious strength is the study itself as well as the ways in which the author emphasizes the implications of this study to the field and to other contexts. To improve this proposal, the author might foreground the purpose of the presentation by mentioning it earlier, and by condensing the background information in the first paragraph. That would create more space for more thorough descriptions of the overall design of the study as well as the data collection and analysis procedures. Suppose the writer of the proposal has asked you to read and comment on the proposal before submitting it. Provide one page of written feedback for the writer. Thank you for sharing your draft proposal with me – I enjoyed reading it. This study presents a much needed critical examination of teacher preparation and teacher preparedness in the context of EFL writing instruction. Overall, the proposal presents the necessary information – the background information about an important issue in the field, a brief description of the components of the study and data collection, an indication of the possible outcomes and its relevance to the field and to other contexts. There are a number of ways in which this proposal could be strengthened. First, this proposal refers primarily to the study along with its background and some implications, but it does not refer directly to the presentation itself. It might be useful to state early in the proposal what you are going to do at the time of the presentation (for example, ‘This presentation will explore the issue of second language writing teacher education by drawing on a qualitative multiple-case study of EFL college writing teachers in Taiwan’). Specifying the geographic or institutional context in the first paragraph would also be important because, as it stands, the entire first paragraph seems to make a sweeping generalization about the teaching of writing in general. Another suggestion would be to reduce the amount of background information in the first paragraph and spend more time describing the overall design of the study. While the information about the type of data collection (that is, observations of writing classes at four institutions and interviews with 20 writing teachers) is included, they seem to be buried in other details. In fact, it reads like a narrative (a chronological sequencing of different segments of the study) rather than a description (a mapping of the overall design and its components). Hope you find these comments useful. Thanks again for sharing this proposal. I look forward to learning how the study turns out! Chapter 15, Assessment Question 1 Summary of predictions and results in a quantitative validity argument Item, predicted and actual results Beginning Intermediate Advanced Item My name is Sandy The main focus of the course People’s stereotypes of other social groups Predicted High Medium Low Actual item difficulty 100 74 42 282 An Introduction to Applied Linguistics Question 2 The correlations suggest that forms 2 and 3 are the most similar of the three tests and therefore these are the ones that should be chosen, all other things being equal. Question 3 Placing predicted differences in ability in Business English Predicted test performance Lowest scores Third-highest scores Second- highest scores Highest scores Group NNSNBM NNSBM NSNBM NSBM NNSNBM = Non-native speakers of English, non-business majors; NNSBM = Non-native speakers of English, business majors; NSNBM = Native speakers of English, non-business majors; NSBM = native speakers of English, business majors. Question 4 We would hope for a correlation of around 0.70–0.80. We do not want the tests to correlate near perfectly, because the hope is that the tests will not measure exactly the same language abilities. The computer-based test is supposed to be better. Question 5 They were concerned not only with the correlations but also with the construct that the test measured and the influence that the test would have on students studying English for the test. Question 6 Your test is a criterion-referenced test that is appropriate for your grading purposes, but there is no reason to expect that it would correlate with a test for another purpose. You do not want your test judged on the basis of a single analysis that is affected in ways that neither you nor your administrator understand. References Chapter 1, An Overview of Applied Linguistics Biber, D., Johansson, S., Leech, G., Conrad, S., Finegan, E. (1999) Longman Download 1.71 Mb. Do'stlaringiz bilan baham: |
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