Amber Dudley
Biographic Data
| ID | 3844974 |
|---|---|
| NAME | Amber Dudley |
| GIVEN NAMES | Amber |
| FAMILY NAME | Dudley |
| SIGNATURE | DUDLEY A |
| AFFILIATIONS | Department of Education University of York York UK |
| ORCID | 0000-0003-2904-9150 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
A Context-Aligned Two Thousand Test: Toward estimating high-frequency French vocabulary knowledge for beginner-to-low intermediate proficiency adolescent learners in England
Vocabulary knowledge strongly predicts second language reading, listening, writing, and speaking. Yet, few tests have been developed to assess vocabulary knowledge in French. The primary aim of this pilot study was to design and initially validate the Context-Aligned Two Thousand Test (CA-TTT), following open research practices. The CA-TTT is a test of written form–meaning recognition of high-frequency vocabulary aimed at beginner-to-low intermed…
The lexical content of high‐stakes national exams in French, German, and Spanish in England
Surprisingly little is known about the number and frequency level of words that beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish are expected to know when taking high‐stakes national exams in England. This study presents exploratory analyses of the lexical content of the listening and reading tests of these exams, a corpus totaling 116,647 running words. Specifically, it seeks to understand the number and frequency…
Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed
The awarding organizations that create and administer high‐stakes assessments for beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish in England provide optional topic‐driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful washback effect on teaching and learning. However, we do not know how much of these lists have actua…
L2 Knowledge of the Obligatory French Subjunctive: Offline Measures and Eye Tracking Compared
Extensive research has shown that second language (L2) learners find it difficult to apply grammatical knowledge during real-time processing, especially when differences exist between the first (L1) and L2. The current study examines the extent to which British English-speaking learners of French can apply their grammatical knowledge of the French subjunctive during real-time processing, and whether this ability is modulated by the properties of …
The lexical content of high‐stakes national exams in French, German, and Spanish in England
Surprisingly little is known about the number and frequency level of words that beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish are expected to know when taking high‐stakes national exams in England. This study presents exploratory analyses of the lexical content of the listening and reading tests of these exams, a corpus totaling 116,647 running words. Specifically, it seeks to understand the number and frequency…
L2 Knowledge of the Obligatory French Subjunctive: Offline Measures and Eye Tracking Compared
Extensive research has shown that second language (L2) learners find it difficult to apply grammatical knowledge during real-time processing, especially when differences exist between the first (L1) and L2. The current study examines the extent to which British English-speaking learners of French can apply their grammatical knowledge of the French subjunctive during real-time processing, and whether this ability is modulated by the properties of …
Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed
The awarding organizations that create and administer high‐stakes assessments for beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish in England provide optional topic‐driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful washback effect on teaching and learning. However, we do not know how much of these lists have actua…
A Context-Aligned Two Thousand Test: Toward estimating high-frequency French vocabulary knowledge for beginner-to-low intermediate proficiency adolescent learners in England
Vocabulary knowledge strongly predicts second language reading, listening, writing, and speaking. Yet, few tests have been developed to assess vocabulary knowledge in French. The primary aim of this pilot study was to design and initially validate the Context-Aligned Two Thousand Test (CA-TTT), following open research practices. The CA-TTT is a test of written form–meaning recognition of high-frequency vocabulary aimed at beginner-to-low intermed…
The lexical content of high‐stakes national exams in French, German, and Spanish in England
Surprisingly little is known about the number and frequency level of words that beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish are expected to know when taking high‐stakes national exams in England. This study presents exploratory analyses of the lexical content of the listening and reading tests of these exams, a corpus totaling 116,647 running words. Specifically, it seeks to understand the number and frequency…
Linguistics (4 works) · Psychology (4 works) · Second Language Acquisition and Learning (4 works) · Active listening (2 works) · Communication (2 works) · Computer Science (2 works) · Curriculum (2 works) · German (2 works) · Mathematics education (2 works) · Pedagogy (2 works)