{"title":"任务类型对听力测试成绩的影响:一项回顾性研究","authors":"Yo In’nami","doi":"10.20622/jltaj.8.0_1","DOIUrl":null,"url":null,"abstract":", 1Introduction The increasing interest in outcome-based approaches to assessrnent in language testing (e.g,, Brindley, 1998; McKay, 2000) has heightened the need fbr more research on fair testipg by which more valid inferences can be drawn. Among many variables related to test performance, of panicular interest are the effects of task types (Chapelle. 1998; Kunnan, 2000). Research in this・ area is divided into two approaches, quantitative (i.e., focusing on products, or test scores) and qualitative (i.e., fbcusing on test-taking","PeriodicalId":210679,"journal":{"name":"Default journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2004-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"The effects of task types on listening test performance: A retrospective study\",\"authors\":\"Yo In’nami\",\"doi\":\"10.20622/jltaj.8.0_1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\", 1Introduction The increasing interest in outcome-based approaches to assessrnent in language testing (e.g,, Brindley, 1998; McKay, 2000) has heightened the need fbr more research on fair testipg by which more valid inferences can be drawn. Among many variables related to test performance, of panicular interest are the effects of task types (Chapelle. 1998; Kunnan, 2000). Research in this・ area is divided into two approaches, quantitative (i.e., focusing on products, or test scores) and qualitative (i.e., fbcusing on test-taking\",\"PeriodicalId\":210679,\"journal\":{\"name\":\"Default journal\",\"volume\":\"16 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2004-09-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Default journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20622/jltaj.8.0_1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Default journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20622/jltaj.8.0_1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The effects of task types on listening test performance: A retrospective study
, 1Introduction The increasing interest in outcome-based approaches to assessrnent in language testing (e.g,, Brindley, 1998; McKay, 2000) has heightened the need fbr more research on fair testipg by which more valid inferences can be drawn. Among many variables related to test performance, of panicular interest are the effects of task types (Chapelle. 1998; Kunnan, 2000). Research in this・ area is divided into two approaches, quantitative (i.e., focusing on products, or test scores) and qualitative (i.e., fbcusing on test-taking
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