{"id":32,"date":"2014-04-24T13:36:01","date_gmt":"2014-04-24T13:36:01","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/ltrg\/?page_id=32"},"modified":"2021-10-25T23:07:22","modified_gmt":"2021-10-25T23:07:22","slug":"ltrg-2012-2013-programme-archive","status":"publish","type":"page","link":"https:\/\/wp.lancs.ac.uk\/ltrg\/programme\/current-2021-2022-programme\/ltrg-2012-2013-programme-archive\/","title":{"rendered":"2012 – 2013 Programme Archive"},"content":{"rendered":"

Term 3<\/h2>\n\n\n\n\n\n\n\n\n\n\n\n
Date<\/th>\nRoom<\/th>\nPresenter<\/th>\nTopic<\/th>\n<\/tr>\n
2 May<\/td>\nC89<\/td>\nMargarita Calderon & Jaime Valladares<\/td>\nLanguage testing in Chile<\/td>\n<\/tr>\n
Tuesday (!)
\n7 May<\/strong><\/td>\n		Bowland North SR3<\/strong><\/td>\nTess Fitzpatrick (Cardiff University)<\/td>\nThe challenge of validation: Assessing the performance of a test of productive vocabulary<\/td>\n<\/tr>\n
16 May<\/td>\nC89<\/td>\nDoris Froetscher<\/td>\nA national exam\u2019s washback on reading assessment in the secondary classroom<\/td>\n<\/tr>\n
23 May<\/td>\nC89<\/td>\nLuke Harding<\/td>\nInvestigating the construct underlying the CEFR phonological control scale<\/td>\n<\/tr>\n
13 June<\/td>\nC89<\/td>\nSahar Alkhelaiwi<\/td>\nNeeds analyses:\u00a0 academic listening needs in a Specific Purpose Target Language Use Situation<\/td>\n<\/tr>\n
20 June<\/td>\nC89<\/td>\nAnchana Rukthong<\/td>\nInvestigating integrated listening-writing and listening-speaking tasks: pilot study results<\/td>\n<\/tr>\n
Wednesday (!)
\n26 June<\/strong><\/td>\n		C89<\/td>\nRiikka Ullakonoja (University of Jyv\u00e4skyl\u00e4)<\/td>\nIntervention study on EFL extensive reading and vocabulary learning strategies in Finland and future directions<\/td>\n<\/tr>\n
4 July<\/td>\nBowland North SR3<\/strong><\/td>\nKarmen Pizorn (University of Ljubljana)<\/td>\nThe European Indicator of Language Competence in Slovenia and its implications<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Term 2<\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Week<\/th>\nDate<\/th>\nRoom<\/th>\nPresenter<\/th>\nTopic<\/th>\n<\/tr>\n
1<\/td>\n17 January<\/td>\nC89<\/td>\nTineke Brunfaut and Luke Harding<\/td>\nItem moderation of A2-level reading items<\/td>\n<\/tr>\n
2<\/td>\n24 January<\/td>\nC89<\/td>\nTineke Brunfaut and Luke Harding<\/td>\nFamiliarisation with the CEFR listening scales (Workshop)<\/td>\n<\/tr>\n
3<\/td>\n31 January<\/td>\nC89<\/td>\n–<\/td>\nNote: No session this week<\/strong><\/td>\n<\/tr>\n
4<\/td>\n7 February<\/td>\nC89<\/td>\n–<\/td>\nNote: No session this week<\/strong><\/td>\n<\/tr>\n
5<\/td>\n14 February<\/td>\nBowland North SR17<\/strong><\/td>\nGareth McCray<\/td>\nCognitive processing in reading comprehension<\/td>\n<\/tr>\n
6<\/td>\n21 February<\/td>\nC89<\/td>\nBimali Indrarathne and Hasantha Munasinghe<\/td>\nLanguage testing in Sri Lanka<\/td>\n<\/tr>\n
7<\/td>\n28 February<\/td>\nC89<\/td>\nAaron Batty<\/td>\nThe effect of nonverbal cues in video-mediated tests of foreign language listening comprehension: A research proposal<\/td>\n<\/tr>\n
8<\/td>\n*Monday
\n4 March 4pm<\/strong><\/td>\n		Furness LT 3<\/strong><\/td>\nTalia Isaacs (Bristol University)<\/td>\nComprehensibility in L2 speaking scales
\nNote: This will be a joint session with the SLLAT group <\/strong><\/td>\n<\/tr>\n
9<\/td>\n14 March<\/td>\nC89<\/td>\nCostas Gabrielatos and Judit Kormos<\/td>\nCorpus-based analysis of oral test transcripts: A case study of conditional constructions.<\/td>\n<\/tr>\n
10<\/td>\n21 March<\/td>\nC89<\/td>\nDaniel Waller (UCLan)<\/td>\nAnalysing lexical consistency in UCLan\u2019s English Language Examinations<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Term 1<\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Week<\/th>\nDate<\/th>\nRoom<\/th>\nPresenter<\/th>\nTopic<\/th>\n<\/tr>\n
1<\/td>\n11 October<\/td>\nSR 16<\/td>\nDoris Froetscher<\/td>\nAnalysing classroom reading test tasks to investigate washback from a national exam<\/td>\n<\/tr>\n
2<\/td>\n18 October<\/td>\nSR 16<\/td>\nLuke Harding<\/td>\nAccent, intelligibility and L2 pronunciation assessment<\/td>\n<\/tr>\n
3<\/td>\n25 October<\/td>\nSR 16<\/td>\nTheresa Weiler<\/td>\nExploring Language in Use<\/em> across languages<\/td>\n<\/tr>\n
4<\/td>\n1 November<\/td>\nSR 16<\/td>\nTineke Brunfaut & Luke Harding<\/td>\nItem moderation<\/td>\n<\/tr>\n
5<\/td>\n8 November<\/td>\nSR 16<\/td>\nZahra Al-Lawati<\/td>\nInvestigating the characteristics of test specifications and item writer guidelines, and their effect on item development<\/td>\n<\/tr>\n
6<\/td>\n15 November<\/td>\nFrankland Colloquium Room, Faraday building<\/td>\nAngela Hasselgreen<\/td>\nClassroom assessment of writing of Young Learners<\/td>\n<\/tr>\n
7<\/td>\n22 November<\/td>\nCounty South, Meeting room 7, C89<\/td>\nLauren Barrows<\/td>\nUsing what item writers know about test items to improve the test development process: research design<\/td>\n<\/tr>\n
8<\/td>\n28 November*<\/strong>
\nWednesday, 3.30-5pm<\/td>\n		SR 20<\/td>\nAndrea Revesz, Marije Michel, Roger Gilabert<\/td>\nMeasuring cognitive task demands using dual task methodology, subjective self-ratings, time estimation, and stimulated recall<\/td>\n<\/tr>\n
9<\/td>\n6 December<\/td>\nCounty South, C89<\/td>\nKaren Dunn<\/td>\nTBC<\/td>\n<\/tr>\n
10<\/td>\n13 December*
\n<\/strong>2-3.30pm<\/td>\n		SR 6<\/td>\nJudit Kormos<\/td>\nWorkshop on assessing dyslexic language learners<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Term 3 Date Room Presenter Topic 2 May C89 Margarita Calderon & Jaime Valladares Language testing in Chile Tuesday (!) 7 May Bowland North SR3 Tess Fitzpatrick (Cardiff University) The challenge of validation: Assessing the performance of a test of productive vocabulary 16 May C89 Doris Froetscher A national exam\u2019s washback on reading assessment in […]<\/p>\n","protected":false},"author":36,"featured_media":0,"parent":1300,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/template-full-width.php","meta":{"footnotes":""},"class_list":["post-32","page","type-page","status-publish","hentry","post-preview"],"_links":{"self":[{"href":"https:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/32","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/comments?post=32"}],"version-history":[{"count":2,"href":"https:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/32\/revisions"}],"predecessor-version":[{"id":68,"href":"https:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/32\/revisions\/68"}],"up":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/pages\/1300"}],"wp:attachment":[{"href":"https:\/\/wp.lancs.ac.uk\/ltrg\/wp-json\/wp\/v2\/media?parent=32"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}