Katrin Wisniewski
Biographic Data
| ID | 5074337 |
|---|---|
| NAME | Katrin Wisniewski |
| GIVEN NAMES | Katrin |
| FAMILY NAME | Wisniewski |
| SIGNATURE | WISNIEWSKI K |
| AFFILIATIONS | Leipzig University |
| ORCID | 0000-0003-4124-2543 |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Der Zusammenhang von Sprache und Studienerfolg bei Bildungsausländerinnen und Bildungsausländern
The Empirical Validity of the Common European Framework of Reference Scales. An Exemplary Study for the Vocabulary and Fluency Scales in a Language Testing Context
In spite of the widespread use of Common European Framework of Reference for language learning, teaching, and assessment (CEFR) scales, there is an overwhelming lack of evidence regarding their power to describe empirical learner language (Fulcher 2004; Hulstijn 2007). This article presents results of a study that focused on the empirical robustness (i.e. the power of level descriptions to capture what learners actually do in a language test) of …
Empirical Learner Language and the Levels of the Common European Framework of Reference
The Common European Framework of Reference (CEFR) is the most widespread reference tool for linking language tests, curricula, and national educational standards to levels of foreign language proficiency in Europe. In spite of this, little is known about how the CEFR levels (A1–C2) relate to empirical learner language(s). This article sums up recent trends to meet the need of empirical CEFR level research, where learner corpus‐based analyses play…
Empirical Learner Language and the Levels of the Common European Framework of Reference
The Common European Framework of Reference (CEFR) is the most widespread reference tool for linking language tests, curricula, and national educational standards to levels of foreign language proficiency in Europe. In spite of this, little is known about how the CEFR levels (A1–C2) relate to empirical learner language(s). This article sums up recent trends to meet the need of empirical CEFR level research, where learner corpus‐based analyses play…
Empirical Learner Language and the Levels of the Common European Framework of Reference
The Common European Framework of Reference (CEFR) is the most widespread reference tool for linking language tests, curricula, and national educational standards to levels of foreign language proficiency in Europe. In spite of this, little is known about how the CEFR levels (A1–C2) relate to empirical learner language(s). This article sums up recent trends to meet the need of empirical CEFR level research, where learner corpus‐based analyses play…
The Empirical Validity of the Common European Framework of Reference Scales. An Exemplary Study for the Vocabulary and Fluency Scales in a Language Testing Context
In spite of the widespread use of Common European Framework of Reference for language learning, teaching, and assessment (CEFR) scales, there is an overwhelming lack of evidence regarding their power to describe empirical learner language (Fulcher 2004; Hulstijn 2007). This article presents results of a study that focused on the empirical robustness (i.e. the power of level descriptions to capture what learners actually do in a language test) of …
Der Zusammenhang von Sprache und Studienerfolg bei Bildungsausländerinnen und Bildungsausländern
Computer Science (2 works) · Empirical research (2 works) · Language assessment (2 works) · Language proficiency (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Natural language processing (2 works) · Psychology (2 works) · Second Language Acquisition and Learning (2 works) · Text Readability and Simplification (2 works)