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The Oxford English Dictionary is the internationally recognized authority on the evolution of the English language from 1150 to the present day. The Dictionary defines over 500,000 words, making it an unsurpassed guide to the meaning, pronunciation, and history of the English language. This new upgrade version of The Oxford English Dictionary Second Edition on CD-ROM offers unparalleled access to the world's most important reference work for the English language. The text of this version has been augmented with the inclusion of the Oxford English Dictionary Additions Series (Volumes 1-3), published in 1993 and 1997, the Bibliography to the Second Edition, and other ancillary material. System requirements: PC with minimum 200 MHz Pentium-class processor; 32 MB RAM (64 MB recommended); 16-speed CD-ROM drive (32-speed recommended); Windows 95, 98, Me, NT, 200, or XP (Local administrator rights are required to install and open the OED for the first time on a PC running Windows NT 4 and to install and run the OED on Windows 2000 and XP); 1.1 GB hard disk space to run the OED from the CD-ROM and 1.7 GB to install the CD-ROM to the hard disk: SVGA monitor: 800 x 600 pixels: 16-bit (64k, high color) setting recommended. Please note: for the upgrade, installation requires the use of the OED CD-ROM v2.0.
The Numeracy Book now supports Show and Tell from level 1 with a revised syllabus for level 2 and 3. The Numeracy Book covers the main areas of pre-school math progressively, with inbuilt recycling so learners repeat what they have learned. The syllabus includes: number sense and operations, patterns, functions and algebra, geometry and measurement. Suggestions for when to use the NumeracyBook are referenced at the bottom of the Student Book page, but this is flexible and can be used according to time and needs of the students.
An electronic placement test for learners of English, produced in collaboration with the University of Cambridge ESOL Examinations (formerly UCLES). Pen and paper version also available.
"The identification of language problems and subsequent evaluation of interventions depend in part on the availability of useful and psychometrically robust assessments to determine the nature and severity of their problems and monitor progress. The purpose of these assessments may be to measure a child's language proficiency, that is, how they perform relative to other children and whether they have the language level expected and needed for schooling, or they may have a specifically clinical purpose, to identify the occurrence and nature of a disorder. The purpose of assessment is key to the aspects of language targeted in an assessment and the methods used to target these. In the case of spoken English, there are many language assessments ranging from broad language tests to more narrowly focused measures, reflecting the complexity of the language system and its use"--
To date, the field of L3 acquisition research has had a heavy focus on the initial state of the L3 grammar. While this initial state research is critical to understanding L3 acquisition as a whole, in order for an explanatory understanding of language acquisition in the multilingual mind, the field needs to expand its scope beyond this area of focus. This volume brings together L3 acquisition and multilingualism researchers in order to discuss the state of the field and introduce new ideas related to the development of post-initial L3 knowledge, and the relationship among languages in the multilingual mind. It includes contributions related to syntactic, phonological, and lexical development beyond the L3 initial state. The purpose of this volume is to expand the current academic discussions within this field, by emphasizing the role of the developmental process in an L3 context, with the hope of inspiring further research in this domain.
The United States is formally represented around the world by approximately 14,000 Foreign Service officers and other personnel in the U.S. Department of State. Roughly one-third of them are required to be proficient in the local languages of the countries to which they are posted. To achieve this language proficiency for its staff, the State Department's Foreign Service Institute (FSI) provides intensive language instruction and assesses the proficiency of personnel before they are posted to a foreign country. The requirement for language proficiency is established in law and is incorporated in personnel decisions related to job placement, promotion, retention, and pay. A Principled Approach to Language Assessment: Considerations for the U.S. Foreign Service Institute evaluates the different approaches that exist to assess foreign language proficiency that FSI could potentially use. This report considers the key assessment approaches in the research literature that are appropriate for language testing, including, but not limited to, assessments that use task-based or performance-based approaches, adaptive online test administration, and portfolios.
A reliable and efficient means of grading and placing students into classes. Both Test Packs contain: 40 Test Papers; a practical introduction which outlines the Test and gives guidance on how to administer it; and a Levels Chart which helps determine realistic examination targets and suitable teaching material. The tests are divided into two sections: a Listening Test (ten minutes) and a Grammar Test (up to one hour). Tests 1 and 2 function as parallel tests, providing tests for different situations, such as progress and exit testing. A Marking Kit is also available, providing marking overlays, further guidance on administering and grading the tests, and a diagnostic key.
Place your young learners at the right level quickly and reliably. By offering the right mix of challenge and fun, your students enjoy a positive testing experience.
Placementor - Tests of Aptitude for Placement Readiness is designed to be an indispensable resource material for students to develop their key skills of employability, namely verbal, quantitative, and reasoning tests. The book, by addressing the key components of placement, offers a completepackage for career development.While the book provides a brief introduction to each topics under the broader themes, it is loaded with several examples, tips for solutions, alternative methods for quick solutions, practice exercises with hints and detailed answers under each topic.
PAPERS IN THIS ISSUE: On the impact of differential item functioning on test fairness: A Rasch modeling approach (1-14) by Hossein KARAMI; The effect of focalized narrative texts on reading comprehension of EFL learners at Arak University (15-30) by Mahsa YAZDANI GHAREHAGHAJ & Zargham GHAPANCHI; Explicit instruction of form in a task-based learning environment (31-54) by Joy WEIGAND; Gender differences in Iranian EFL learners' textese and digitalk (55-72) by Azizeh CHALAK; The effect of mediational artifacts on EFL learners' reading comprehension performance (73-90) by Parisa DAFTARIFARD; EFL learners' proficiency level and critical thinking: The case of Iraqi university students (91-108) by Abbas Ali REZAEE & Lihadh MUBARAK; Inferring logical relations by male and female EFL learners (109-130) by Esmaeel ABDOLLAHZADEH