000 03539nam a22005295i 4500
999 _c98332
_d98332
001 978-3-319-70446-3
003 DE-He213
005 20191024130124.0
007 cr nn 008mamaa
008 180226s2018 gw | s |||| 0|eng d
020 _a9783319704463
024 7 _a10.1007/978-3-319-70446-3
_2doi
040 _cМУБИС
050 4 _aLC5225.A75
050 4 _aLB2822.75
072 7 _aJNKD
_2bicssc
072 7 _aEDU011000
_2bisacsh
072 7 _aJNDH
_2thema
082 0 4 _a371.26
_223
100 1 _aBooth, Dawn Karen.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 4 _aThe Sociocultural Activity of High Stakes Standardised Language Testing
_h[electronic resource] :
_bTOEIC Washback in a South Korean Context /
_cby Dawn Karen Booth.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXV, 256 p. 27 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEnglish Language Education,
_x2213-6967 ;
_v12
505 0 _a1.Introduction -- 2. South Korea -- 3. The TOEIC -- 4. Washback -- 5. Learning: A Social Perspective -- 6. Case Studies: Overview -- 7. Student Test Activity: Majors Other than English -- 8. Student Test Activity: English Majors -- 9. Washback Activity: At the Micro Level -- 10. Washback Activity: At the Micro Level -- 11. Expanding the Concept of Washback -- Appendices.
520 _aThis book explores the influence of high stakes standardised testing within the context of South Korea. South Korea is regarded as a shining example of success in educational achievement and, as this book reveals, pressurised standardised testing has been a major contributing factor to its success. This unique country provides an excellent setting from which to explore the powerful relationship that exists between testing and learning and can advance our understanding of which factors and test conditions will positively and negatively influence learning. This book follows the test activity of a group of Korean university students preparing for the TOEIC (Test of English for International Communication) and posits a revised model of the influence of testing on learning. It calls for a more socially situated view of tests and test-takers considered in relation to the sociocultural, historical, political and economic contexts in which they are embedded.
650 0 _aEducational tests and measuremen.
650 0 _aLanguage and languages.
650 0 _aApplied linguistics.
650 0 _aLanguage policy.
650 1 4 _aAssessment, Testing and Evaluation.
_0http://scigraph.springernature.com/things/product-market-codes/O33000
650 2 4 _aLanguage Education.
_0http://scigraph.springernature.com/things/product-market-codes/O23000
650 2 4 _aApplied Linguistics.
_0http://scigraph.springernature.com/things/product-market-codes/N13000
650 2 4 _aLanguage Policy and Planning.
_0http://scigraph.springernature.com/things/product-market-codes/N64000
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319704456
776 0 8 _iPrinted edition:
_z9783319704470
776 0 8 _iPrinted edition:
_z9783030099602
830 0 _aEnglish Language Education,
_x2213-6967 ;
_v12
856 4 0 _uhttps://doi.org/10.1007/978-3-319-70446-3
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK