LEADER 05499nam 2200757 450 001 9910459726703321 005 20200909225244.0 010 $a90-272-6870-3 035 $a(CKB)3710000000379021 035 $a(EBL)1996993 035 $a(SSID)ssj0001459283 035 $a(PQKBManifestationID)12549761 035 $a(PQKBTitleCode)TC0001459283 035 $a(PQKBWorkID)11456693 035 $a(PQKB)10565024 035 $a(PQKBManifestationID)16037183 035 $a(PQKB)22526815 035 $a(MiAaPQ)EBC1996993 035 $a(DLC) 2015006085 035 $a(Au-PeEL)EBL1996993 035 $a(CaPaEBR)ebr11040234 035 $a(CaONFJC)MIL769228 035 $a(OCoLC)903436754 035 $a(EXLCZ)993710000000379021 100 $a20150417h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLearner corpora in language testing and assessment /$fedited by Marcus Callies, University of Bremen, Sandra Go?tz, Justus Liebig University, Giessen 210 1$aAmsterdam, [Netherlands] ;$aPhiladelphia, [Pennsylvania] :$cJohn Benjamins Publishing Company,$d2015. 210 4$dİ2015 215 $a1 online resource (226 p.) 225 0 $aStudies in Corpus Linguistics (SCL),$x1388-0373 ;$vVolume 70 300 $aDescription based upon print version of record. 311 $a90-272-0378-4 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aLearner Corpora in Language Testing and Assessment; Editorial page; Title page; LCC data; Table of contents; Learner corpora in language testing and assessment: Prospects and challenges; Acknowledgements; References; Section I. New corpus resources, tools and methods; The Marburg Corpus of Intermediate Learner English (MILE); 1. Introduction; 2. Learner corpora in the light of the CEFR; 2.1 The raw data; 2.2 The annotation; 3. MILE - design and compilation; 4. Conclusion; References; Avalingua: Natural language processing for automatic error detection; 1. Introduction 327 $a2. Automatic error detection and correction2.1 Previous research; 2.2 Applications; 3. Avalingua; 3.1 Target; 3.2 Motivations; 3.3 The system; 3.3.1 Lexical module; 3.3.2 Spelling module; 3.3.3 Syntactic module; 3.3.4 Language identification; 3.3.5 Student model; 4. System evaluation; 4.1 A specific implementation; 4.2 The learner corpora; 4.3 Evaluation protocol; 4.4 Results; 4.5 Error analysis and discussion; 5. Conclusions; References; Data commentary in science writing: Using a small, specialized corpus for formative assessment practices; 1. Background and aims 327 $a2. Approaching data commentary from a pedagogical perspective: The case for small, specialized corpora annotated for discourse movesin the ESP classroom3. A small, specialized corpus of data commentaries; 4. The discourse annotation model; 5. Self-assessment and the role of the corpus; 5.1 Towards corpus-informed formative self-assessment activities; 5.1.1 Teacher-designed activities on moves in data commentaries; 5.1.2 Teacher-designed peer-assessment activities of master's thesis corpus data; 5.1.3 Teacher- and student-initiated activities involving students' own writing 327 $a6. Final remarks and outlookAcknowledgement; References; First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication; 1. Introduction; 2. The CMC Learner Corpus; 2.1 CMC in the classroom; 2.2 The CMC corpora; 3. Criteria for assigning proficiency; 3.1 Following established practice; 3.2 Practicality and ease of implementation; 3.3 Reference native-speaker norms; 4. Method; 4.1 Performance decision trees; 4.2 Sequence of PDTs; 4.3 PDT for accuracy; 4.4 PDT for fluency; 4.5 PDT for complexity; 5. Results; 5.1 Preliminary results of proficiency ratings 327 $a5.2 Descriptive statistics5.3 Vocabulary level; 6. Discussion; 6.1 Validity of the proficiency measurement tool; 6.2 PDT proficiency levels and institutional status; 6.3 PDT proficiency levels and individual variation; 6.4 Limitations of the proposed measurement tool; 7. Conclusion; References; Appendix; Section II. Data-driven approaches to the assessment of proficiency; The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data ; 1. Introduction; 2. Developmental indices and language proficiency; 3. The CEFR and reference level descriptions 327 $a4. The English Profile and criterial features 410 0$aStudies in Corpus Linguistics 606 $aLanguage and languages$xAbility testing$xData processing 606 $aLanguage and languages$xStudy and teaching$xData processing 606 $aElectronic data processing 606 $aInformation storage and retrieval systems 606 $aPunched card systems 608 $aElectronic books. 615 0$aLanguage and languages$xAbility testing$xData processing. 615 0$aLanguage and languages$xStudy and teaching$xData processing. 615 0$aElectronic data processing. 615 0$aInformation storage and retrieval systems. 615 0$aPunched card systems. 676 $a418.0076 702 $aCallies$b Marcus 702 $aGo?tz$b Sandra 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910459726703321 996 $aLearner corpora in language testing and assessment$91393012 997 $aUNINA LEADER 01236nam a2200397 i 4500 001 991000671309707536 005 20020507172047.0 008 931027s1988 us ||| | eng 020 $a0821815296 035 $ab10740995-39ule_inst 035 $aLE01300479$9ExL 040 $aDip.to Matematica$beng 082 0 $a515.2433 084 $aAMS 03E10 084 $aAMS 22D25 084 $aAMS 22D40 084 $aAMS 22E15 084 $aAMS 22E25 084 $aAMS 43-02 084 $aAMS 43-XX 084 $aAMS 43A07 084 $aAMS 47H10 084 $aQA403.P37 100 1 $aPaterson, Alan L. 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