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[null,"1.","Record Nr.",null,"UNINA9910459726703321"]
[null,null,"Titolo",null,"Learner corpora in language testing and assessment / / edited by Marcus Callies, University of Bremen, Sandra Götz, Justus Liebig University, Giessen"]
[null,null,"Pubbl/distr/stampa",null,"Amsterdam, [Netherlands] ; ; Philadelphia, [Pennsylvania] : , : John Benjamins Publishing Company, , 2015"]
[{"$nulls":4},"©2015"]
[null,null,"ISBN",null,"90-272-6870-3"]
[null,null,"Descrizione fisica",null,"1 online resource (226 p.)"]
[null,null,"Collana",null,"Studies in Corpus Linguistics (SCL), , 1388-0373 ; ; Volume 70"]
[null,null,"Disciplina",null,"418.0076"]
[null,null,"Soggetti",null,"Language and languages - Ability testing - Data processing"]
[{"$nulls":4},"Language and languages - Study and teaching - Data processing"]
[{"$nulls":4},"Electronic data processing"]
[{"$nulls":4},"Information storage and retrieval systems"]
[{"$nulls":4},"Punched card systems"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references at the end of each chapters and index."]
[null,null,"Nota di contenuto",null,"Learner 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"]
[{"$nulls":4},"2. Automatic error detection and correction2.1 Previous research; 2.2 Applications; 3. Avalingua; 3.1 Target; 3.2 Motivations; 3.3 The system; 3.3.1 Lexical module; 3.3.2 Spelling module; 3.3.3 Syntactic module; 3.3.4 Language identification; 3.3.5 Student model; 4. System evaluation; 4.1 A specific implementation; 4.2 The learner corpora; 4.3 Evaluation protocol; 4.4 Results; 4.5 Error analysis and discussion; 5. Conclusions; References; Data commentary in science writing: Using a small, specialized corpus for formative assessment practices; 1. "]
[{"$nulls":4},"Background and aims"]
[{"$nulls":4},"2. Approaching data commentary from a pedagogical perspective:  The case for small, specialized corpora annotated for discourse movesin the ESP classroom3. A small, specialized corpus of data commentaries; 4. The discourse annotation model; 5. Self-assessment and the role of the corpus; 5.1 Towards corpus-informed formative self-assessment activities; 5.1.1 Teacher-designed activities on moves in data commentaries; 5.1.2 Teacher-designed peer-assessment activities of master's thesis  corpus data; 5.1.3 Teacher- and student-initiated activities involving students'  own writing"]
[{"$nulls":4},"6. 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"]
[{"$nulls":4},"5.2 Descriptive statistics5.3 Vocabulary level; 6. Discussion; 6.1 Validity of the proficiency measurement tool; 6.2 PDT proficiency levels and institutional status; 6.3 PDT proficiency levels and individual variation; 6.4 Limitations of the proposed measurement tool; 7. Conclusion; References; Appendix; Section II. Data-driven approaches to the assessment  of proficiency; The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data ; 1. Introduction; 2. Developmental indices and language proficiency; 3. The CEFR and reference level descriptions"]
[{"$nulls":4},"4. The English Profile and criterial features"]