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Table of Contents
Preface; Acknowledgments; Contents; Acronyms and Abbreviations; List of Figures; List of Tables; 1 Introduction; 1.1 Research Background; 1.2 Research Objectives; 1.3 General Research Questions; 1.4 Research Significance; 1.5 Book Layout; 1.6 Summary; References; 2 Literature Review; 2.1 Nonverbal Delivery; 2.1.1 Eye Contact; 2.1.2 Gesture; 2.1.3 Head Movement; 2.2 Communicative Competence; 2.2.1 Hymes' Notion of Communicative Competence; 2.2.1.1 Theoretical Groundings; 2.2.1.2 Components of Communicative Competence; 2.2.1.3 A Critique on Hymes' Notion of Communicative Competence.
2.2.2 Communicative Competence Model2.2.2.1 Theoretical Groundings; 2.2.2.2 Components of Communicative Competence Model; 2.2.2.3 A Critique on Communicative Competence Model; 2.2.3 Communicative Language Ability Model; 2.2.3.1 Theoretical Groundings; 2.2.3.2 Components of the CLA Model; Language Competence; Strategic Competence; Psychophysiological Mechanisms; 2.2.3.3 A Critique on the CLA Model; 2.2.4 Communicative Language Competence Model; 2.2.4.1 Theoretical Groundings; 2.2.4.2 Components of the CLC Model; 2.2.4.3 A Critique on the CLC Model.
2.2.5 An Integrated Review on Communicative Competence2.3 Rating Scale and Formative Assessment; 2.3.1 Rating Scale; 2.3.2 Taxonomies of Rating Scales; 2.3.2.1 User Versus Assessor Versus Constructor; 2.3.2.2 Holistic Versus Analytic; 2.3.2.3 Real-World Versus Ability/Interaction; 2.3.2.4 Intuition-Based Versus Theory-Based Versus Empirically Driven Versus PDTs; 2.3.2.5 Generic Versus Task-Specific; 2.3.2.6 Graphic and Numerical Versus Labelled Versus Defined; 2.3.3 A Critique on the Existing Rating Scales; 2.3.4 Formative Assessment; 2.3.4.1 Definition.
2.3.4.2 Benefits of Formative Assessment2.3.4.3 Group Discussion as a Formative Assessment Task; 2.3.5 Properties of the Present Rating Scale; 2.4 Validity and Validation; 2.4.1 Validity: A Componential Notion; 2.4.1.1 Criterion-Related Validity; 2.4.1.2 Content Validity; 2.4.1.3 Construct Validity; 2.4.1.4 Face Validity; 2.4.2 Validity: A Unitary Notion; 2.4.2.1 Definition and Significance; 2.4.2.2 Multidimensionality of the Unitary Concept; 2.4.3 Argument-Based Validation and AUA; 2.4.3.1 The Toulmin model; 2.4.3.2 The Base Argument of AUA; 2.4.3.3 Reasoning Logic.
2.5 Rating Scale Evaluation and Validation2.5.1 Quantitative Validation Methods; 2.5.2 Qualitative Validation Methods; 2.5.2.1 Verbal Protocol Analysis; 2.5.2.2 Conversation Analysis; 2.5.2.3 Multimodal Discourse Analysis; Definition and Research Scope; Approaches to Multimodality; SF-MDA; AT-MDA; MDA in the Chinese EFL Context; An Integrated Evaluation; Applying MDA to Rating Scale Validation; Nonverbal Delivery: Communicative Versus Performative; Martinec's Taxonomy on Actions; Hood's Taxonomy on Nonverbal Delivery Metafunctions; 2.6 Summary; References; 3 Research Design and Methods.
2.2.2 Communicative Competence Model2.2.2.1 Theoretical Groundings; 2.2.2.2 Components of Communicative Competence Model; 2.2.2.3 A Critique on Communicative Competence Model; 2.2.3 Communicative Language Ability Model; 2.2.3.1 Theoretical Groundings; 2.2.3.2 Components of the CLA Model; Language Competence; Strategic Competence; Psychophysiological Mechanisms; 2.2.3.3 A Critique on the CLA Model; 2.2.4 Communicative Language Competence Model; 2.2.4.1 Theoretical Groundings; 2.2.4.2 Components of the CLC Model; 2.2.4.3 A Critique on the CLC Model.
2.2.5 An Integrated Review on Communicative Competence2.3 Rating Scale and Formative Assessment; 2.3.1 Rating Scale; 2.3.2 Taxonomies of Rating Scales; 2.3.2.1 User Versus Assessor Versus Constructor; 2.3.2.2 Holistic Versus Analytic; 2.3.2.3 Real-World Versus Ability/Interaction; 2.3.2.4 Intuition-Based Versus Theory-Based Versus Empirically Driven Versus PDTs; 2.3.2.5 Generic Versus Task-Specific; 2.3.2.6 Graphic and Numerical Versus Labelled Versus Defined; 2.3.3 A Critique on the Existing Rating Scales; 2.3.4 Formative Assessment; 2.3.4.1 Definition.
2.3.4.2 Benefits of Formative Assessment2.3.4.3 Group Discussion as a Formative Assessment Task; 2.3.5 Properties of the Present Rating Scale; 2.4 Validity and Validation; 2.4.1 Validity: A Componential Notion; 2.4.1.1 Criterion-Related Validity; 2.4.1.2 Content Validity; 2.4.1.3 Construct Validity; 2.4.1.4 Face Validity; 2.4.2 Validity: A Unitary Notion; 2.4.2.1 Definition and Significance; 2.4.2.2 Multidimensionality of the Unitary Concept; 2.4.3 Argument-Based Validation and AUA; 2.4.3.1 The Toulmin model; 2.4.3.2 The Base Argument of AUA; 2.4.3.3 Reasoning Logic.
2.5 Rating Scale Evaluation and Validation2.5.1 Quantitative Validation Methods; 2.5.2 Qualitative Validation Methods; 2.5.2.1 Verbal Protocol Analysis; 2.5.2.2 Conversation Analysis; 2.5.2.3 Multimodal Discourse Analysis; Definition and Research Scope; Approaches to Multimodality; SF-MDA; AT-MDA; MDA in the Chinese EFL Context; An Integrated Evaluation; Applying MDA to Rating Scale Validation; Nonverbal Delivery: Communicative Versus Performative; Martinec's Taxonomy on Actions; Hood's Taxonomy on Nonverbal Delivery Metafunctions; 2.6 Summary; References; 3 Research Design and Methods.