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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8 Hits 81 – 100 of 155 81 The relation of plurilingualism/culturalism to creativity: a matter of perception Furlong, Aine In: International journal of multilingualism. - Clevedon : Multilingual Matters 6 (2009) 4, 343-368 BLLDB OLC Linguistik Show details 82 Plurilingual awareness and intercomprehension in the professional knowledge and identity development of language student teachers Pinho, Ana Sofia; Andrade, Ana Isabel In: International journal of multilingualism. - Clevedon : Multilingual Matters 6 (2009) 3, 313-329 BLLDB OLC Linguistik Show details 83 Language learning experience in school context and metacognitive awareness of multilingual children Swart, Henriëtte de; Ceginskas, Viktorija; Le Pichon- Vorstman, Emmanuelle... In: International journal of multilingualism. - Clevedon : Multilingual Matters 6 (2009) 3, 258-280 BLLDB OLC Linguistik Show details 84 Constructing a second language : some final thoughts Dąbrowska, Ewa In: Annual review of cognitive linguistics. - Amsterdam [u.a.] : Benjamins 7 (2009), 277-290 BLLDB OLC Linguistik Show details 85 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 BLLDB OLC Linguistik Show details 86 Effects of consciousness raising of metacognitive strategies on EFL students' reading comprehension Shokrpour, Nasrin; Fotovatian, Sepideh In: ITL. - Amsterdam : Benjamins (2009) 157, 75-92 BLLDB Show details 87 Deaf children's construction of writing Baez, Mónica; Massone, María Ignacia In: Sign language studies. - Washington, DC : Gallaudet Univ. Press 9 (2009) 4, 457-479 BLLDB OLC Linguistik Show details 88 Phonological awareness and phonological hierarchy in unintelligible speech: what does the child really 'know'? Imatomi, Setsuko; Miyakoda, Haruko In: Clinical linguistics & phonetics. - London : Informa Healthcare 23 (2009) 12, 940-954 BLLDB OLC Linguistik Show details 89 Development of a test battery for assessing phonological awareness in German-speaking children Wells, Bill; Fricke, Silke; Schäfer, Blanca... In: Clinical linguistics & phonetics. - London : Informa Healthcare 23 (2009) 6, 404-430 BLLDB OLC Linguistik Show details 90 '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 BLLDB Show details 91 The impact of a training program in phonological awareness on children's early writing Graham, Christina.. - : Brock University, 2009 BASE Show details 92 The effects of a language intervention program on the phonological and word awareness skills of language-delayed kindergarten children Weir, Donna.. - : Brock University, 2009 BASE Show details 93 The Effects of Morphological Awareness on Reading in Chinese and English Among Young Chinese Children: A Longitudinal Study Lam, Katie Yan Yan. - 2009 BASE Show details 94 The Role of Morphological Awareness in Bilingual Children's First and Second Language Vocabulary and Reading Ramírez Gómez, Gloria Eduviges. - 2009 BASE Show details 95 CHINESE UNIVERSITY STUDENTS’ MOTIVATION, ANXIETY, GLOBAL AWARENESS, LINGUISTIC CONFIDENCE, AND ENGLISH TEST PERFORMANCE: A CORRELATIONAL AND CAUSAL INVESTIGATION Zheng, YING. - 2009 Abstract: This study examined motivation, anxiety, global awareness, and linguistic confidence, and their relation to language test performance within the context of Chinese university students taking the College English Test Band 4(CET-4) in China. Using a mixed methods approach, through survey and interview inquiries, this study explored whether and how the selected psychological factors contributed to students’ CET performance. Results from exploratory factor analysis revealed that Chinese university students displayed three types of instrumental motivation (i.e., mark orientation, further-education orientation, and job orientation), two types of anxiety (i.e., language anxiety and test anxiety), and two types of confidence (i.e., linguistic confidence and test confidence). The results of confirmatory factor analysis led to a modified socio-educational model of motivation with some context-specific concepts (i.e., new instrumental orientations, global awareness, and linguistic confidence) that more accurately represented the characteristics of the Chinese university students. The results of structural equation modelling confirmed that attitude toward the learning situation and integrative orientation were two strong indicators of motivation, which in turn influenced language achievement and confidence. The negative impact of anxiety on language achievement was confirmed. Certain group differences were found in comparing male students with female students, high achievers with low achievers, students from the Arts programs with those from the Science programs, and students who started to learn English before Grade 7 with those iii who did so after Grade 7. The interview findings indicated stronger instrumental orientations than integrative orientations. External influences, including influences from society, teachers, and peers, were also identified. Students expressed their mixed feelings toward the CET-4, indicating that this test had both positive and negative influences in promoting their English learning. Testing well-developed motivation and anxiety models in the Chinese context enriched and expanded our knowledge in theory development in English language education in China. The implications of this study point to the importance of understanding language test-takers’ characteristics in their macro and micro learning contexts, as well as the importance of establishing the relevance of English language learning to language teaching, and testing in English as Foreign Language contexts. ; Thesis (Ph.D, Education) -- Queen's University, 2009-12-30 22:08:41.138 Keyword: Chinese learners; College English Test (CET); English test performance; Global awareness; Language anxiety; Linguistic confidence; Mixed methods; Socio-educational model of motivation; Structural Equation Modelling; Test anxiety URL: http://hdl.handle.net/1974/5378 BASE Hide details 96 Sprachgebrauch und Sprachbewusstheit bei Schülern in ungarndeutschen Nationalitätengymnasien Huber, Ágnes; Csepela, Odett In: Aspekte der Fremdsprachenlinguistik in der Slowakei und in Ungarn. - Budapest : Eötvös-Lorand-Univ. [u.a.] (2009), 77-86 BLLDB Show details 97 Second language acquisition of morphosyntax Hawkins, Roger In: The new handbook of second language acquisition. - Bingley [u.a.] : Emerald (2009), 211-236 BLLDB Show details 98 Implicit learning in second language acquisition Williams, John N. In: The new handbook of second language acquisition. - Bingley [u.a.] : Emerald (2009), 319-353 BLLDB Show details 99 DaF-Schüler und Sprachbewusstheit: Ergebnisse einer empirischen Untersuchung Gombkötő-Kemény, Krisztina In: Pannon Egyetem. Studia Germanica Universitatis Vesprimiensis. - Veszprém : Universitätsverl. 13 (2009) 2, 115-122 BLLDB Show details 100 O relacji mie̜dzy myśla̜ a je̜zykiem : studium krytyczne stanowisk utożsamiaja̜cych myśl z je̜zykiem Gut, Arkadiusz. - Lublin [u.a.] : Towarzystwo Naukowe KUL [u.a.], 2009 BLLDB UB Frankfurt Linguistik Show details Page: 1 2 3 4 5 6 7 8

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