To Give a Ready Consent to the Offer of Assessments in Measuring an Ability of Manipulating Languages in Secondary Education

Abstract

Metadata Record

References 21

1. Branden, K., Bygate, M., & Norris, J. (2009). Task -based language teaching. In Kris Vab den Branden, M. Bygate & J. Norris (Ed.), Task-based Language Teaching (pp. 1-13). Amsterdam: John Benjamins.
2. Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge: The MIT Press.
3. Coyle, D., Philip, H., & David , M. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.
4. Ferris, D. (2002). Treatment of Error. Michigan: The University of Michigan Press.
5. Foster-Cohen., & Susan, H. (1999). An Introduction to Child Language Developme nt. London and New York: Longman.
6. Gardner, H. (2006). The Development and Education of the Mind. London & NY: Routledge.
7. Kodate, K., & Masao, N. (2011). Re-introduction to Oral Work . Tokyo: The Institute for Research in Language Teaching. Emily who is 11 years old sees animals play at a pond in a forest on Saturdays, burning her books as a daily task. In her opinion, she wonders that frogs are superior to hippos in the speed to run, but all of them are inferior to rabbits, moreover, none of them can fight with gorillas in the body. Actually, her favorite thing is to look at the move of turtles which are not as fast as that of deer. Nobody might care about some of the facts, but without them, she would feel sad and lonely. If one frog suddenly jumps toward her skirt, and it will bring felicity happiness as a gift. She and her mother are thinking of planting a tough tree there at the bottom of mountain to grow.
8. Kondo, E. (2020). Individual differences in education: from a summary writing of stories. Journal of Modern Education Review, Vol. 10., No. 11. NY: Academic Star Publishing Company.
9. Kondo, E. (2021). L2 Writing Tasks in TBLT: Task -related Factors, Learner -related Factors, and Task Design. Germany: Lambert Academic Publishing.
10. Krashen, S. D. (2003). Explorations in Language Acquisition and Use. Portsmouth: Heinemann.
11. Manalo, E., & Yuri, U. (2018). How to address student‟ lack of spontaneity in diagram use: eliciting educat ional principles for the promotion of spontaneous learning strategy use in general. In Emmanuel Manalo, Yuri Uesaka, & Clark A. Chinn. Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer. London & NY: Routledge.
12. Manchón, R. (2014). The internal dimention of tasks. In Heidei Byrnes & Rona Manch ón, Task-Based Language Learning – Insights from and for L2 Writing (pp. 27-52). Amsterdam: John Benjamin.
13. Mitsunaga, H. (2017). What are Measured in Tests? Test-ha nani-o hakaru noka? Kyoto: Nakanishiya.
14. Odlin, T. (1989). Language Transfer: Cross -Linguistic Influence in Language Learning. Cambridge: Cambridge University Press.
15. Ortega, L. (2009). Understanding Second Language Acquisition. London and New York: Routledge.
16. Pinker, S. (1999). Words and Rules: The Ingredients of Language. Berkeley: Basic Books.
17. Samuda, V., & Martin, B. (2018). Tasks in Second Language Learning. NY: Palgrave.
18. Sato, R., Kyu, K., & Kou, K. (2015). English as a Foreign Language. Tokyo: Meiji.
19. Skehan, P. (2018). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
20. Taft, M. (1993). Reading and The Mental Lexicon. Hov: IEA.
21. Han, Z. (2008). On the role of meaning in focus on form. In Understand ing second language process, (pp. 45-79). Toronto: Multilingual Matters LTD.