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Language To Go Intermediate Pdf Download ((FULL))


Language To Go Intermediate Pdf Download >>> https://blltly.com/2trGzt



Language To Go Intermediate Pdf Download ((FULL))


The ACTFL Proficiency Guidelines are a description of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context.


The direct application of the ACTFL Proficiency Guidelines is for the evaluation of functional language ability. The Guidelines are intended to be used for global assessment in academic and workplace settings. However, the Guidelines do have instructional implications. The ACTFL Proficiency Guidelines underlie the development of the ACTFL Performance Guidelines for K-12 Learners (1998) and are used in conjunction with the National Standards for Foreign Language Learning (1996, 1998, 2006) to describe how well students meet content standards. For the past 25 years, the ACTFL Guidelines have had an increasingly profound impact on foreign language teaching and learning in the United States.


Go is a general-purpose language designed with systems programmingin mind. It is strongly typed and garbage-collected and has explicitsupport for concurrent programming. Programs are constructed frompackages, whose properties allow efficient management ofdependencies.


Tokens form the vocabulary of the Go language.There are four classes: identifiers, keywords, operatorsand punctuation, and literals. White space, formed fromspaces (U+0020), horizontal tabs (U+0009),carriage returns (U+000D), and newlines (U+000A),is ignored except as it separates tokensthat would otherwise combine into a single token. Also, a newline or end of filemay trigger the insertion of a semicolon.While breaking the input into tokens,the next token is the longest sequence of characters that form avalid token.


Implementation restriction: Although numeric constants have arbitraryprecision in the language, a compiler may implement them using aninternal representation with limited precision. That said, everyimplementation must:


For instance, some architectures provide a "fused multiply and add" (FMA) instructionthat computes x*y + z without rounding the intermediate result x*y.These examples show when a Go implementation can use that instruction:


Constant expressions are always evaluated exactly; intermediate values and theconstants themselves may require precision significantly larger than supportedby any predeclared type in the language. The following are legal declarations:


Current implementations provide several built-in functions useful duringbootstrapping. These functions are documented for completeness but are notguaranteed to stay in the language. They do not return a result.


Learners and educators use the statements for self-evaluation to become more aware of what they know and can do in the target language. By using statements aligned to the proficiency scale, educators can more easily create rubrics that enable learners to chart their progress.


The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication and the Reflection Tool for Learners provide a set of examples and scenarios that show how learners use the target language and knowledge of culture to demonstrate their Intercultural Communicative Competence (ICC).


The impact on learners and learner achievement of Can-Do Statements, as evidenced in LinguaFolio (LF) and its European predecessor, the European Language Portfolio (ELP), has been investigated through a growing body of research. LinguaFolio was designed to help language educators develop autonomous learning and learner empowerment. Research at the classroom level has revealed that goal setting, which is at the heart of LF and ELP, promotes self-regulated learning, increases language and academic achievement, enhances motivation and task value, and improves self-assessment when implemented regularly and frequently (Burton & Swain, 2014; Ciesielkiewicz & Coca, 2013; Little, 2009; Little, 2003; Little, Goullier, & Hughes, 2011; Moeller, Theiler, & Wu, 2012; Ziegler, 2014; Ziegle




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