Amber Dudley
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View article: Dimensions of lexical mastery and their relationships with listening and reading among beginner-to-low-intermediate learners of French
Dimensions of lexical mastery and their relationships with listening and reading among beginner-to-low-intermediate learners of French Open
The extent to which lexical mastery consists of interrelated types of lexical knowledge has been widely discussed. Yet, few studies have explored whether lexical knowledge and processing are relatively independent or their contribution to …
View article: A Context-Aligned Two Thousand Test: Toward estimating high-frequency French vocabulary knowledge for beginner-to-low intermediate proficiency adolescent learners in England
A Context-Aligned Two Thousand Test: Toward estimating high-frequency French vocabulary knowledge for beginner-to-low intermediate proficiency adolescent learners in England Open
Vocabulary knowledge strongly predicts second language reading, listening, writing, and speaking. Yet, few tests have been developed to assess vocabulary knowledge in French. The primary aim of this pilot study was to design and initially …
View article: The lexical content of high‐stakes national exams in French, German, and Spanish in England
The lexical content of high‐stakes national exams in French, German, and Spanish in England Open
Surprisingly little is known about the number and frequency level of words that beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish are expected to know when taking high‐stakes national exams in England. This s…
View article: A Context-Aligned Two Thousand Test: Towards estimating high-frequency French vocabulary knowledge for beginner-to-low intermediate proficiency adolescent learners in England
A Context-Aligned Two Thousand Test: Towards estimating high-frequency French vocabulary knowledge for beginner-to-low intermediate proficiency adolescent learners in England Open
Vocabulary knowledge strongly predicts second-language reading, listening, writing, and speaking. Yet, few tests have been developed to assess vocabulary knowledge in French. The primary aim of this pilot study was to design and partially …
View article: Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed
Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed Open
The awarding organizations that create and administer high‐stakes assessments for beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish in England provide optional topic‐driven word lists as guides for teachers a…
View article: The Lexical Content of High-Stakes National Exams in French, German, and Spanish in England
The Lexical Content of High-Stakes National Exams in French, German, and Spanish in England Open
Surprisingly little is known about the number and frequency of words that beginner-to-low intermediate 16-year-old learners of French, German, and Spanish are expected to know when taking high-stakes national exams in England. This study p…
View article: L2 Knowledge of the Obligatory French Subjunctive: Offline Measures and Eye Tracking Compared
L2 Knowledge of the Obligatory French Subjunctive: Offline Measures and Eye Tracking Compared Open
Extensive research has shown that second language (L2) learners find it difficult to apply grammatical knowledge during real-time processing, especially when differences exist between the first (L1) and L2. The current study examines the e…