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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Language Proficiency: Defining, Teaching, and Testing

Language Proficiency: Defining, Teaching, and Testing

Arena, L. a.

Paperback

Linguistics

ISBN10: 1489908722
ISBN13: 9781489908728
Publisher: Springer Nature
Published: Jul 1 2013
Pages: 204
Weight: 0.67
Height: 0.45 Width: 6.14 Depth: 9.21
Language: English
Louis A. Arena University of Delaware Newark, DE This monograph contains select, revised, and invited papers which deal with the topic, Language Proficiency: Defining, Teaching, and Testing. This topic was the theme of the eighth annual symposium held at the University of Delaware. The papers contained in this volume are invited papers or were originally scheduled for presentation and/or presented at the eighth annual Delaware Symposium on Language Studies. The papers combine research con- ducted in the areas of teaching, testing, and defining second language pro- ficiency within the profession of applied linguistics. They are divided into three principal sections: Applied Linguistics and Language Pro- ficiency, Language Proficiency in Reading and Writing, and Testing for Language Proficiency. In Part I, Paul Angelis' Applied Linguistics: Realities and Projections re the Teaching Profession'; sketches a historical portrait of Applied Linguistics, its definition, presence, and role in the profession that teaches second language proficiency. Angelis concludes that Applied Linguistics is still a young discipline in terms of substance, organization, and strategy, and that these three components will determine the prospects for the future of applied linguistics re the teaching profession. The next six papers address the issue of second language proficiency from various points of view. Kensaku Yoshida's essay Knowing vs Believing vs Feeling: Studies on Japanese Bilinguals concludes that some Japanese bilinguals are actually not necessarily bilingual because they very often face problems requiring other kinds of proficiency, i. e.

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