Nonverbal delivery in speaking assessment : from an argument to a rating scale formulation and validation /: from an argument to a rating scale formulation and validation. ([2016])
- Record Type:
- Book
- Title:
- Nonverbal delivery in speaking assessment : from an argument to a rating scale formulation and validation /: from an argument to a rating scale formulation and validation. ([2016])
- Main Title:
- Nonverbal delivery in speaking assessment : from an argument to a rating scale formulation and validation
- Further Information:
- Note: Mingwei Pan.
- Authors:
- Pan, Mingwei
- Contents:
- Preface; Acknowledgments; Contents; Acronyms and Abbreviations; List of Figures; List of Tables; 1 Introduction; 1.1 Research Background; 1.2 Research Objectives; 1.3 General Research Questions; 1.4 Research Significance; 1.5 Book Layout; 1.6 Summary; References; 2 Literature Review; 2.1 Nonverbal Delivery; 2.1.1 Eye Contact; 2.1.2 Gesture; 2.1.3 Head Movement; 2.2 Communicative Competence; 2.2.1 Hymes' Notion of Communicative Competence; 2.2.1.1 Theoretical Groundings; 2.2.1.2 Components of Communicative Competence; 2.2.1.3 A Critique on Hymes' Notion of Communicative Competence. 2.2.2 Communicative Competence Model2.2.2.1 Theoretical Groundings; 2.2.2.2 Components of Communicative Competence Model; 2.2.2.3 A Critique on Communicative Competence Model; 2.2.3 Communicative Language Ability Model; 2.2.3.1 Theoretical Groundings; 2.2.3.2 Components of the CLA Model; Language Competence; Strategic Competence; Psychophysiological Mechanisms; 2.2.3.3 A Critique on the CLA Model; 2.2.4 Communicative Language Competence Model; 2.2.4.1 Theoretical Groundings; 2.2.4.2 Components of the CLC Model; 2.2.4.3 A Critique on the CLC Model. 2.2.5 An Integrated Review on Communicative Competence2.3 Rating Scale and Formative Assessment; 2.3.1 Rating Scale; 2.3.2 Taxonomies of Rating Scales; 2.3.2.1 User Versus Assessor Versus Constructor; 2.3.2.2 Holistic Versus Analytic; 2.3.2.3 Real-World Versus Ability/Interaction; 2.3.2.4 Intuition-Based Versus Theory-Based Versus Empirically DrivenPreface; Acknowledgments; Contents; Acronyms and Abbreviations; List of Figures; List of Tables; 1 Introduction; 1.1 Research Background; 1.2 Research Objectives; 1.3 General Research Questions; 1.4 Research Significance; 1.5 Book Layout; 1.6 Summary; References; 2 Literature Review; 2.1 Nonverbal Delivery; 2.1.1 Eye Contact; 2.1.2 Gesture; 2.1.3 Head Movement; 2.2 Communicative Competence; 2.2.1 Hymes' Notion of Communicative Competence; 2.2.1.1 Theoretical Groundings; 2.2.1.2 Components of Communicative Competence; 2.2.1.3 A Critique on Hymes' Notion of Communicative Competence. 2.2.2 Communicative Competence Model2.2.2.1 Theoretical Groundings; 2.2.2.2 Components of Communicative Competence Model; 2.2.2.3 A Critique on Communicative Competence Model; 2.2.3 Communicative Language Ability Model; 2.2.3.1 Theoretical Groundings; 2.2.3.2 Components of the CLA Model; Language Competence; Strategic Competence; Psychophysiological Mechanisms; 2.2.3.3 A Critique on the CLA Model; 2.2.4 Communicative Language Competence Model; 2.2.4.1 Theoretical Groundings; 2.2.4.2 Components of the CLC Model; 2.2.4.3 A Critique on the CLC Model. 2.2.5 An Integrated Review on Communicative Competence2.3 Rating Scale and Formative Assessment; 2.3.1 Rating Scale; 2.3.2 Taxonomies of Rating Scales; 2.3.2.1 User Versus Assessor Versus Constructor; 2.3.2.2 Holistic Versus Analytic; 2.3.2.3 Real-World Versus Ability/Interaction; 2.3.2.4 Intuition-Based Versus Theory-Based Versus Empirically Driven Versus PDTs; 2.3.2.5 Generic Versus Task-Specific; 2.3.2.6 Graphic and Numerical Versus Labelled Versus Defined; 2.3.3 A Critique on the Existing Rating Scales; 2.3.4 Formative Assessment; 2.3.4.1 Definition. 2.3.4.2 Benefits of Formative Assessment2.3.4.3 Group Discussion as a Formative Assessment Task; 2.3.5 Properties of the Present Rating Scale; 2.4 Validity and Validation; 2.4.1 Validity: A Componential Notion; 2.4.1.1 Criterion-Related Validity; 2.4.1.2 Content Validity; 2.4.1.3 Construct Validity; 2.4.1.4 Face Validity; 2.4.2 Validity: A Unitary Notion; 2.4.2.1 Definition and Significance; 2.4.2.2 Multidimensionality of the Unitary Concept; 2.4.3 Argument-Based Validation and AUA; 2.4.3.1 The Toulmin model; 2.4.3.2 The Base Argument of AUA; 2.4.3.3 Reasoning Logic. 2.5 Rating Scale Evaluation and Validation2.5.1 Quantitative Validation Methods; 2.5.2 Qualitative Validation Methods; 2.5.2.1 Verbal Protocol Analysis; 2.5.2.2 Conversation Analysis; 2.5.2.3 Multimodal Discourse Analysis; Definition and Research Scope; Approaches to Multimodality; SF-MDA; AT-MDA; MDA in the Chinese EFL Context; An Integrated Evaluation; Applying MDA to Rating Scale Validation; Nonverbal Delivery: Communicative Versus Performative; Martinec's Taxonomy on Actions; Hood's Taxonomy on Nonverbal Delivery Metafunctions; 2.6 Summary; References; 3 Research Design and Methods. … (more)
- Publisher Details:
- Singapore : Springer
- Publication Date:
- 2016
- Extent:
- 1 online resource
- Subjects:
- 428.0071/0951
English language -- Study and teaching -- Chinese speakers
Language and languages -- Study and teaching -- Research
English language -- Examinations
Test of English as a Foreign Language
Nonverbal communication
LANGUAGE ARTS & DISCIPLINES -- General
English language
English language -- Study and teaching -- Chinese speakers
Language and languages -- Study and teaching -- Research
Nonverbal communication
Test of English as a Foreign Language
Electronic books
Examinations - Languages:
- English
- ISBNs:
- 9789811001703
9811001707
9811001693
9789811001697 - Related ISBNs:
- 9789811001697
- Notes:
- Note: Includes bibliographical references.
Note: Online resource; title from PDF title page (EBSCO, viewed December 10, 2015). - Access Rights:
- Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
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- British Library HMNTS - ELD.DS.405058
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