scholarly journals Irony Comprehension in High-Functioning ASD Children according to Question Types and Task Types and Relationships between ToM and Irony Ability

2021 ◽  
Vol 26 (1) ◽  
pp. 96-107
Author(s):  
Suyoung Choi ◽  
Seungha Song ◽  
Young Tae Kim
Keyword(s):  
High Functioning ◽  
Question Types ◽  
Task Types ◽  
And Task

Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors

2020 ◽  
Vol 16 (1) ◽  
pp. 87-121
Author(s):  
Bárbara Eizaga-Rebollar ◽  
Cristina Heras-Ramírez
Keyword(s):  
Rating Scales ◽  
Rating Scale ◽  
Oral Proficiency ◽  
Pragmatic Competence ◽  
Task Characteristics ◽  
The Common ◽  
Task Descriptions ◽  
Oral Proficiency Interviews ◽  
Task Types ◽  
And Task

AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.

scholarly journals Post-Reading Comprehension Questions and Task Types in Vision: A Locally Developed Textbook for Teaching English as a Foreign Language

2021 ◽  
Author(s):  
Mavadat Saidi ◽  
Nilufar Karami ◽  
Morteza Marooy
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Skills ◽  
Kappa Coefficient ◽  
Dominant Type ◽  
Significant Difference ◽  
Explicit Content ◽  
Task Types ◽  
And Task

Abstract Responding to the call for perusing the post-reading comprehension questions in various EFL textbooks, the current study aimed to investigate the post-reading comprehension questions and task types in the Vision series including three student books and their accompanying workbooks in light of Freeman’s (2014) taxonomy. Following a descriptive content analysis procedure, the post-reading comprehension questions in each student books and its accompanying workbook were categorized and counted by the researchers and the Kappa coefficient was 0.97. The results revealed that Content questions were the most dominant type in all the student books and workbooks except for Vision 3 in which Language questions were the most frequent of all. The results also showed that the highest frequency of post-reading comprehension questions belonged to Explicit (Content) and Form (Language) in student books and Explicit and Implicit (Content), Form (Language), and Personal Response (Affect) in workbooks. The results of Kruskal Wallis test of independent samples indicated a significant difference in terms of Affect type across the student books and workbooks of Vision series. The findings raise the EFL material developers’ awareness of the existing post-reading comprehension questions and tasks to enhance the quality of reading sections of EFL textbooks. The results also help the teachers to supplement the books with the missing types and take a comprehensive approach to developing the learners’ reading skills.

scholarly journals Mixing It Up: How Mixed Groups of Humans and Machines Modulate Conformity

2019 ◽  
Vol 13 (4) ◽  
pp. 242-257 ◽  
Author(s):  
Nicholas Hertz ◽  
Tyler Shaw ◽  
Ewart J. de Visser ◽  
Eva Wiese
Keyword(s):  
Group Composition ◽  
Task Type ◽  
Human Interaction ◽  
Mixed Analysis ◽  
The Social ◽  
Task Types ◽  
Mixed Groups ◽  
Group Opinion ◽  
Analytical Task ◽  
And Task

This study examines to what extent mixed groups of computers and humans are able to produce conformity effects in human interaction partners. Previous studies reveal that nonhuman groups can induce conformity under certain circumstances, but it is unknown to what extent mixed groups of human and nonhuman agents are able to produce similar effects. It is also unknown how varying the number of human agents per group can affect conformity. Participants were assigned to one of five groups varying in their proportion of human to nonhuman agent composition and were asked to complete a social and analytical task with the assigned group. These task types were chosen to represent tasks which humans (i.e., social task) or computers (i.e., analytical task) may be perceived as having greater expertise in, as well as roughly approximating real-world tasks humans may complete. A mixed analysis of variance (ANOVA) revealed higher rates of conformity (i.e., percentage of time participants answered in line with their group on critical trials) with the group opinion for the analytical versus the social task. In addition, there was an impact of the ratio of human to nonhuman agents per group on conformity on the social task, with higher conformity with the group opinion as the number of humans in the group increased. No such effect was observed for the analytical task. The findings suggest that mixed groups produce different levels of conformity depending on group composition and task type. Designers of systems should be aware that group composition and task type may influence compliance and should design systems accordingly.

Differential Access Hypothesis: The Effects of Task and Informatior Type on the Validity of Knowledge Acquisition Methods

2002 ◽  
Vol 46 (3) ◽  
pp. 487-491 ◽  
Author(s):  
Deane B. Cheatham ◽  
Sharolyn Converse Lane
Keyword(s):  
Knowledge Acquisition ◽  
Task Type ◽  
Conceptual Graphs ◽  
Mccune Albright Syndrome ◽  
Types Of Knowledge ◽  
Information Type ◽  
Albright Syndrome ◽  
Knowledge Acquisition Methods ◽  
Task Types ◽  
And Task

The types of knowledge captured using three knowledge acquisition (KA) methods, conceptual graphs, backward thinking, and sorting tasks, were examined. One hundred and forty-four participants were assigned to one of four conditions: (a) procedural-spatial, (b) procedural-verbal, (c) declarative-spatial, and (d) declarative-verbal. Participants in procedural conditions learned a virtual environment's layout before performing one of three KA tasks. Participants in declarative conditions received a tutorial about McCune-Albright Syndrome before completing a KA task. The procedural and declarative information was presented either spatially or verbally, depending on the condition. The predictive validity of each KA method for each information type (procedural vs. declarative), task type (i.e., spatial vs. verbal), and combinations of information and task types was evaluated by comparing the accuracy of the knowledge depicted by KA methods to various performance measures. Findings indicated that both task type and information type affect the validity of KA methods for capturing knowledge structures.

Effect of modality and task type on interlanguage variation

ReCALL ◽  
2017 ◽  
Vol 29 (2) ◽  
pp. 219-236 ◽  
Author(s):  
Hye Yeong Kim
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Computer Mediated Communication ◽  
Task Type ◽  
L2 Acquisition ◽  
Mediated Communication ◽  
Face To Face ◽  
Oral Interaction ◽  
Task Types ◽  
And Task

AbstractAn essential component for assessing the accuracy and fluency of language learners is understanding how mode of communication and task type affect performance in second-language (L2) acquisition. This study investigates how text-based synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction can influence the performance of language learners in producing grammatical forms accurately when learners of English as a second language complete different tasks in their L2. Findings show a systematic variability in learner interlanguage that depends on mode of communication and task type. L2 learners used articles more correctly and produced advanced-stage questions more frequently in text-based SCMC than in F2F. These findings suggest that task types and the mode of communication in which a task is completed need careful selection based on pedagogical purposes in order to maximize L2 learning and better evaluate L2 performance.

scholarly journals The Impact of User Demographics and Task Types on Cross-App Mobile Search

2021 ◽  
pp. 223-234
Author(s):  
Mohammad Aliannejadi ◽  
Fabio Crestani ◽  
Theo Huibers ◽  
Monica Landoni ◽  
Emiliana Murgia ◽  
...  
Keyword(s):  
Task Types ◽  
The Impact ◽  
And Task

Language Mediation in an L3 Classroom: The Role of Task Modalities and Task Types

2015 ◽  
Vol 48 (4) ◽  
pp. 706-729 ◽  
Author(s):  
Caroline Payant ◽  
YouJin Kim
Keyword(s):  
Task Types ◽  
And Task
Sign in / Sign up

Export Citation Format

Share Document