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Learner Strategy Use and Performance on Language Tests: A Structural Equation Modeling Approach [Hardback]

  • Formāts: Hardback, 272 pages, height x width x depth: 235x156x22 mm, weight: 521 g
  • Sērija : Studies in Language Testing
  • Izdošanas datums: 25-Nov-1999
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 0521651026
  • ISBN-13: 9780521651028
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  • Cena: 97,62 €
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Learner Strategy Use and Performance on Language Tests: A Structural Equation Modeling ApproachPalielināt
  • Formāts: Hardback, 272 pages, height x width x depth: 235x156x22 mm, weight: 521 g
  • Sērija : Studies in Language Testing
  • Izdošanas datums: 25-Nov-1999
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 0521651026
  • ISBN-13: 9780521651028
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780521651028.html
Keywords:
Learner Strategy Use and Performance on Language Tests investigates the relationships between learner strategy use and performance on second language tests. To this effect, it examines the construct validity of two questionnaires, designed within a model of human information processing, that purport to measure testakers' self-reported cognitive and metacognitive strategy use. It then examines the construct validity of the FCE Anchor test, developed by the University of Cambridge Local Examinations Syndicate, to measure second language proficiency. It is a useful resource for those interested in understanding the effects of strategy use on performance, for those interested in training students to use strategies in language classrooms and for those interested in using structural equation modelling as an analytic tool for examining the effects of socio-psychological background variables on performance.

This book investigates the relationships between learner strategy use and performance.

Papildus informācija

This book investigates the relationships between learner strategy use and performance.
Series Editor's note viii
Preface xii
Introduction
1(13)
Context of the problem
1(2)
Structural equation modeling
3(1)
Purpose of the study
3(1)
Research questions
4(1)
Definition of key terms
5(4)
Significance of the study
9(2)
Limitations of the study
11(3)
Strategy use and second language performance: Theories and empirical research
14(27)
Introduction
14(1)
Factors that influence second language test performance
15(2)
Cognitive factors in models of second language proficiency
17(5)
Learning strategies and second language development
22(9)
Second language strategy research and cognitive theory
31(6)
Methods for investigating strategy use and SLTP
37(2)
Summary
39(2)
The structural equation modeling approach: Single and multi-group procedures
41(26)
Introduction
41(1)
Study participants
41(2)
Measurement instruments
43(7)
Study variables
50(5)
Data collection and scoring
55(3)
Statistical procedures
58(7)
Summary
65(2)
Item-level analysis
67(21)
Introduction
67(1)
The cognitive strategies questionnaire
68(5)
The metacognitive strategies questionnaire
73(5)
The FCE Anchor Test
78(9)
Summary
87(1)
Modeling strategy use and test performance: Findings and discussion
88(47)
Introduction
88(1)
The cognitive processes
88(11)
The metacognitive processes
99(6)
The FCE Anchor Test
105(5)
Testing the validity of of the Full Latent Variable Model: The relationships between test-takers' reported strategy use and SLTP
110(23)
Summary
133(2)
Multiple-group Analyses
135(35)
Introduction
135(1)
The high and low ability groups
136(1)
Multi-group procedures and analyses
136(2)
Results and discussion of the multi-group analyses
138(30)
Summary
168(2)
Conclusions
170(30)
Introduction
170(1)
The research questions: The entire-group analyses
170(4)
The research questions: The multi-group analyses
174(3)
Theoretical implications
177(6)
Methodological implications
183(1)
Implications for practice
183(13)
Suggestions for further research
196(2)
Conclusions
198(2)
References 200(13)
Appendices 213(39)
Subject Index 252(4)
Author Index 256