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2009 (19)
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Simple Search
Hits 1 – 19 of 19
1
English language learners: developing literacy in second-language learners : report of the National Literacy Panel on Language-Minority Children and Youth
Escamilla, Kathy
;
August, Diane
(Hrsg.);
Shanahan, Timothy
(Hrsg.)
In:
Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications
41 (2009) 4, 432-452
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OLC Linguistik
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2
Approche implicite vs. métalangage grammatical au collège: une enquête
Hoarau, Jessie
In:
Nouveaux cahiers d'allemand. - Nancy : Univ.
27 (2009) 4, 345-364
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OLC Linguistik
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3
EFL majors' knowledge of metalinguistic terminology: a comparative study
Berry, Roger
In:
Language awareness. - Abingdon : Routledge
18 (2009) 2, 113-128
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OLC Linguistik
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4
Actividad metalingüística y aprendizaje de la gramática: hacia un modelo de enseñanza basado en la actividad reflexiva
Camps i Mundó, Anna
In:
Cultura y educación. - Madrid : Fundación Infancia y Aprendizaje
21 (2009) 2, 199-213
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OLC Linguistik
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5
On the relationship between morphological and phonological awareness: effects of training in kindergarten and in first-grade reading
Casalis, Séverine
;
Colé, Pascale
In:
First language. - London [u.a.] : SAGE Publ.
29 (2009) 88, 113-142
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OLC Linguistik
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6
Focus on form, learner uptake and subsequent lexical gains in learners' oral production
Alcón Soler, Eva
In:
International review of applied linguistics in language teaching. - Berlin : de Gruyter
47 (2009) 3-4, 347-365
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OLC Linguistik
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7
The effect of Tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms
Harmon, Mary Towle
;
Gray, Shelley
;
Koutsoftas, Anthony D.
In:
Language, speech and hearing services in schools. - Rockville, Md. : Assoc.
40 (2009) 2, 116-130
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8
Task complexity, focus on form, and second language development
Révész, Andrea
In:
Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press
31 (2009) 3, 437-470
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9
Exploring the effects of input-based treatment and test on the development of learners' pragmatic proficiency
Takimoto, Masahiro
In:
Journal of pragmatics. - Amsterdam [u.a.] : Elsevier
41 (2009) 5, 1029-1046
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OLC Linguistik
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10
The effectiveness of implicit and explicit error correction on learners' performance
Varnosfadrani, Azizollah Dabaghi
;
Basturkmen, Helen
In:
System. - Amsterdam : Elsevier
37 (2009) 1, 82-98
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OLC Linguistik
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11
Englisch und ASL: Unterrichtsaktivitäten, die die Verwendung zweier Sprachen verdeutlichen
Langer, Gabriele
(Übers.);
Allen, Shannon
In:
Das Zeichen. - Hamburg : Gesellschaft für Gebärdensprache und Kommunikation Gehörloser e.V.
23 (2009) 83, 450-459
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12
The nature of skilled adult reading varies with type of instruction in childhood
Hodson, Sheryl J.
;
Fletcher-Flinn, Claire M.
;
Thompson, G. Brian
...
In:
Memory & cognition. - Heidelberg [u.a.] : Springer
37 (2009) 2, 223-234
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13
'Discovering language' in primary school: an evaluation of a language awareness programme
Barton, Amanda
;
Bragg, Joanna
;
Serratrice, Ludovica
In:
Language learning journal. - Abingdon, Oxfordshire : Routledge
37 (2009) 2, 145-164
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14
Second language vocabulary acquisition from language input and from form-focused activities
Laufer, Batia
In:
Language teaching. - Cambridge [u.a.] : Cambridge Univ. Press
42 (2009) 3, 341-354
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15
Évolution de la conception du pluriel des noms, des adjectifs et des verbes chez les élèves du primaire
Lefrançois, Pascale
In:
Repères. - Lyon : ENS éditions
39 (2009), 187-205
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16
Démarche didactique et corpus en classe de grammaire: le cas du discours rapporté
Parisi, Gérard
;
Grossmann, Francis
In:
Repères. - Lyon : ENS éditions
39 (2009), 163-185
Keyword:
Bewertungskriterium (Sprachunterricht)
;
Curriculumforschung
;
Französisch
;
Grammatikunterricht
;
Rededarstellung
;
Sprachbewusstheit
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17
Le critère sémantique dans l'identification d'une catégorie lexicale: problématique autour du nom commun
Calame-Gippet, Fabienne
In:
Repères. - Lyon : ENS éditions
39 (2009), 207-224
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18
Phonemic awareness : how much is enough within a changing picture of reading instruction?
Ukrainetz, Teresa A.
In:
How much is enough? The intensity evidence in language intervention. - Hagerstown, Md. : Lippincott Williams & Wilkins
(2009), 344-359
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OLC Linguistik
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19
Processing instruction and meaning-based output instruction: a response to Keating and Farley (2008)
VanPatten, Bill
;
Farmer, Jeffrey L.
;
Clardy, Caleb L.
In:
Hispania. - Exton, Pa. : AATSP
92 (2009) 1, 116-126
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