ielts rr volume09 report3
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ielts rr volume09 report3
IELTSrw hl«nMScnd Owxrlix'v3 The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in t ielts rr volume09 report3 their first year of study at a British universityAuthorsCyril Weir Roger Hawkey Anthony GreenAylin UnaldiSarojani DeviUniversity of BedfordshireGrant awarded Round 11 2005Ihis paper investigates the academic reading activities and problems encountered by first year students at a British university, ielts rr volume09 report3 and reassesses the reading construct as tested in the in TS Academic Reading module.ABSTRACTThis study investigates tlx: academic reading activities aielts rr volume09 report3
nd problems of students in their first-yoar of study al a British University, and compares the emerging model of academic reading with an analysis of IELTSrw hl«nMScnd Owxrlix'v3 The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in t ielts rr volume09 report3 parison made with those performance conditions obtaining for reading activities in the ILLIS lest, lhe extent to which any problems in reading might decrease the higher the ItLIS reading band score obtained before entry is investigated.IELTS Research Reports Volume 997www.ielts.orgCyril Weir, Roger ielts rr volume09 report3 Hawkey. Anthony Green. Aylin Unaldi and Sarojani DeviAUTHOR BIODATACYRIL WEIRProfessor Cyril Weir has a PhD in language testing, is the author of Commielts rr volume09 report3
unicative Language Testing and Understanding and Developing Language Tests and is the co-author of Examining Writing. Evaluation in ELT and Reading inIELTSrw hl«nMScnd Owxrlix'v3 The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in t ielts rr volume09 report3 es in language testing, evaluation and curriculum renewal in over fifty countries world-wide. Current interests include academic literacy and test validation.ROGER HAWKEYDr Reger Hawkey has a PhD in language education and assessment, is the author of two recent language test-related books, impact Th ielts rr volume09 report3 eory and Practice: Studies of the lELTS test and Progetto Lingue 2000 (2006) and A Modular Approach to Testing English Language Skills (2004). Englishielts rr volume09 report3
language teaching, program design and management posts and consultancy at secondary, teacher training and university levels, in Africa and Asia. EuroIELTSrw hl«nMScnd Owxrlix'v3 The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in t ielts rr volume09 report3 earning.ANTHONY GREENDr Anthony Gteen has a PhD in language assessment. Is the author of lELTS Washback in Context (Cambridge University Press) and has published in a number of international peer reviewed journals including Language Testing, Assessment in Education, Language Assessment Quarterly and ielts rr volume09 report3 Assessing Writing. Has extensive experience as an ELT teacher and assessor, contributing to test development, administration and validation projectsielts rr volume09 report3
around the world. Previously worked as Cambridge ESOL Validation Officer with responsibility for lELTS and participated as a researcher in IELTS fundeIELTSrw hl«nMScnd Owxrlix'v3 The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in t ielts rr volume09 report3 a PhD in Applied Linguistics-Language Testing (Bcgazid University, Turkey) and an MA in Apolied Linguistics (University of Read ng UK). She has experience in foreign language teaching, teacher training, test development and validation. Her research interests include language test validation, academi ielts rr volume09 report3 c literacy and reacmg into writing as an integrated academic skill. She IS currently studying academic literacy for second language learners.SAROJANIielts rr volume09 report3
DEVIA postgraduate student at the University of Bedfordshire, currently investigating the academic reading of first-year undergraduates at a British uIELTSrw hl«nMScnd Owxrlix'v3 The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in t ielts rr volume09 report3 Project Managers: Jenny Holliday. British Council Jenny Osborne. IELTS Australia Acknowledgements: Dr Lynda Taylor. University of Cambridge ESOL Examinations Editor: Dr Paul Thompson, University of Reading. UK© This publication is copyright. Apart from any fair dealing for the purposes of private st ielts rr volume09 report3 udy, research, criticism or review, no part may be reproduced or copied in any form or by any means (graphic, electronic or mechanical, including recoielts rr volume09 report3
rding, taping or information retrieval systems) by any process without the written permission of the publishers. Enquiries should be made to the publiIELTSrw hl«nMScnd Owxrlix'v3 The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in t ielts rr volume09 report3 e publishers do not accept responsibility for any of the claims made in the research.ISBN 978-1 -903438-51-7 © British Council 2009 Design Department/X299 ielts rr volume09 report3 IELTSrw hl«nMScnd Owxrlix'v3 The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in tGọi ngay
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