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Longitudinal Studies of Second Language Learning: Quantitative Methods and Outcomes provides a how-to guide to choosing, using, and understanding quantitative longitudinal research and sampling methods in second and foreign language learning.
Table des matières
List of Contributors
Introduction
Steven J. Ross, Megan C. Masters
Chapter 1: Introduction: Longitudinal Research Designs
Steven J. Ross, Megan C. Masters
Chapter 2: Approaches to Longitudinal Data Analyses
Steven J. Ross, Megan C. Masters
Chapter 3: Using extant data to assess the impact of in-service foreign language proficiency sustainment programs at three US government organizations
Amber N. Bloomfield, Martyn K. Clark
Chapter 4: Investigating Language Aptitude and Attrition
Beth Mackey
Chapter 5: Pathways to Proficiency
Megan C. Masters
Chapter 6: Modeling Longitudinal Coherence in a Foreign Language Program
Leslie N. Ono, Steven J. Ross
Chapter 7: Factors Affecting Proficiency Outcomes in a Foreign Language Program over 20 years
Leslie N, Ono
Chapter 8: Curricular Innovation Impact Analysis: Parallel Process Growth Curve Models
Atsuko Nishitani
Chapter 9: Validating Task-Centered Self-Assessment on Second Language Proficiency Growth: A Cross-lagged Panel Analysis
Qi Zheng
Chapter 10: Student Proficiency Development in University Foreign Language Programs
Daniel R. Isbell, Xiaowan Zhang
Index
A propos de l'auteur
Steven J. Ross (PhD, University of Hawaiʻi at Mānoa) is Professor of Second Language Acquisition at the University of Maryland, where he teaches research methods, language assessment, and second language acquisition. He has served on the editorial boards of the TESOL Quarterly, Applied Linguistics, Language Testing, Language Assessment Quarterly, and Language Learning. He is co-author of Research Methods for Applied Language Studies (Keith Richards, Steven Ross, and Paul Seedhouse). His chapter, "Mixed Methods in L2 Pragmatics Research," was previously published in The Routledge Handbook of Second Language Acquisition and Pragmatics. He also has a chapter entitled “Claims, Evidence, and Interference in Performance Assessment”, published in The Routledge Handbook of Language Testing.
Megan C. Masters (PhD, University of Maryland College Park) is Affiliate Faculty with the Second Language Acquisition program and Director of Academic Technology Experience, where she oversees large-scale research programs related to second language learning, program evaluation, learning analytics, teaching, testing, and assessment.
Résumé
Longitudinal Studies of Second Language Learning: Quantitative Methods and Outcomes provides a how-to guide to choosing, using, and understanding quantitative longitudinal research and sampling methods in second and foreign language learning.
