- School of Languages and Linguistics - Research Publications
School of Languages and Linguistics - Research Publications
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ItemClaire Kramsch: Language as Symbolic PowerDavidson, L ; Elder, C ; Fan, J ; Frost, K ; Kelly, B ; McNamara, T ; Morton, J ; Price, S ; Storch, N ; Thompson, C ; Yao, X ; Diskin-Holdaway, C (Oxford University Press (OUP), 2022-06)
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ItemPerspectives from physiotherapy supervisors on student-patient communicationWoodward-Kron, R ; van Die, D ; Webb, G ; Pill, J ; Elder, C ; McNamara, T ; Manias, E ; McColl, G (INT JOURNAL MEDICAL EDUCATION-IJML, 2012)
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ItemHealth Professionals' Views of Communication: Implications for Assessing Performance on a Health-Specific English Language TestElder, C ; Pill, J ; Woodward-Kron, R ; McNamara, T ; Manias, E ; Webb, G ; McColl, G (WILEY, 2012-06)
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ItemDeveloping and validating language proficiency standards for non-native English speaking health professionalsElder, C ; McNamara, T ; Woodward-Kron, R ; Manias, E ; McColl, G ; Webb, G ; Pill, J ; O'Hagan, S (ALTAANZ-ASSOC LANGUAGE TESTING & ASSESSMENT AUSTRALIA, 2013)n/a
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ItemNo Preview AvailableEstimating the difficulty of oral proficiency tasks: What does the test-taker have to offer?Elder, C ; Iwashita, N ; McNamara, T (SAGE Publications, 2002-01-01)This study investigates the impact of performance conditions on perceptions of task difficulty in a test of spoken language, in light of the cognitive complexity framework proposed by Skehan (1998). Candidates performed a series of narrative tasks whose characteristics, and the conditions under which they were performed, were manipulated, and the impact of these on task performance was analysed. Test-takers recorded their perceptions of the relative difficulty of each task and their attitudes to them. Results offered little support for Skehan’s framework in the context of oral proficiency assessment, and also raise doubts about post hoc estimates of task difficulty by test-takers.