Arts and Humanities Commons^™

Online Appendix: Who Are(N’T) Our Students?, Dianna Murphy, Hadis Ghaedi

ScholarsArchive Data

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The document is an appendix to the article "Who Are(n’t) Our Students?" by Dianna Murphy, Hadis Ghaedi published in RLJ Vol. 71, No. 3 . It provides high-resolution images which, due to their large size, are not legible in the print edition.

An Investigation Of The Neuronal Signature Of Word Order Effects In Russian, Jeffrey Jack Green, Anastasia Stoops

Faculty Publications

Language comprehension proceeds by the activation of specific words (e.g. Kuperberg & Jaeger, 2016) and graded prediction of upcoming word features (Luke & Christianson, 2016; Stoops & Christianson, 2017; 2019)

Intertextuality, Aesthetics, And The Digital: Rediscovering Chekhov In Early British Modernism, Sam Jacob

Modernist Short Story Project

Mark Halliday’s poem, “Chekhov,” published in 1992, raises a simple yet profound question regarding the Russian playwright and author, Anton Chekhov: What do we get from Chekhov? Considering the present article’s particular focus, Halliday’s query may be used to ask how Chekhov influenced early modernist writers (circa 1900-1930) from the British literary context. However, when considering the amount of scholarly work devoted to this question, the initial simplicity of Halliday’s inquiry evaporates, giving way to a breadth of complexity, nuance, and ambiguity. Such ambiguity has led scholars attempting to trace the intertextual convergence between Chekhov and the early modernist writers …

In Advanced L2 Reading Proficiency Assessments, Should The Question Language Be In The L1 Or The L2?: Does It Make A Difference?, Troy L. Cox, Jennifer Brown, Teresa R. Bell

Faculty Publications

When investigating foreign language (FL) proficiency in reading in higher education, one must first determine what proficient reading entails and how to operationalize it. The American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines provide a starting point in this process, but they do not provide instructions for assessing reading. Clifford and Cox (Foreign Lang Ann 46(1):45–61, 2013) define proficient reading as “the active, automatic, far-transfer process of using one’s internalized language and culture expectancy system to efficiently comprehend an authentic text for the purpose for which it was written (p. 50).” According to this definition, reading is …

Exploring Proficiency-Based Vs. Performance-Based Items With Elicited Imitation Assessment, Troy L. Cox, Jennifer Brown, Jacob Burdis

Faculty Publications

This study investigates the effect of proficiency- vs. performance-based elicited imitation (EI) assessment. EI requires test-takers to repeat sentences in the target language. The accuracy at which test-takers are able to repeat sentences highly correlates with test-takers’ language proficiency. However, in EI, the factors that render an item more complex are still being investigated. In order to investigate whether item difficulty and test performance were different between proficiency- and performance based tests, two EI instruments were created—one to measure proficiency with items from a general corpus and another to measure language for specific purposes (LSP) performance with items from a …

The Classical Guitar: A Brief History And Introduction To The 20th Century, Curtis N. Smith

Library Research Grants

No abstract provided.