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Question types [4] Listening comprehension: 25: Question type 1: test takers hear a short conversation between two speakers and answer a question about the conversation by selecting the most appropriate response from three options. Question type 2: test takers hear a short talk from a single speaker, followed by a series of questions about the ...
The CaMLA EPT can be used with learners of English as a second language at all levels, from beginners to advanced. It tests the following key skills: listening comprehension, reading comprehension, grammatical knowledge and vocabulary range. The test can be taken on either a computer or on paper.
Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.
The definition of success in a given cloze test varies, depending on the broader goals behind the exercise. Assessment may depend on whether the exercise is objective (i.e. students are given a list of words to use in a cloze) or subjective (i.e. students are to fill in a cloze with words that would make a given sentence grammatically correct).
Nation (2005) suggests that learning from extensive reading should meet the following conditions: focusing on the meaning of the English text, understanding the type of learning that can occur through such reading, having interesting and engaging books, getting learners to do large quantities of reading at an appropriate level, and making sure ...
The reader should identify ideas and formulate questions about the content of the chapter. Question ("Q") Generate questions about the content of the reading. For example, convert headings and sub-headings into questions, and then look for answers in the content of the text. Other more general questions may also be formulated:
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