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Linguistic Features of Kibembe
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In: College of Arts and Sciences Poster Presentations (2013)
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Developing a Spanish for Heritage Speakers Program for universities in Texas.
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Examining language functions: a reassessment of Bastian's contribution to aphasia assessment
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On the impact of sociolinguistic change in literature: the last trilingual writers in Alsace
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Translanguaging identities: creating transnational space through flexible multilingual practices amongst Chinese university students in the UK
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A ‘Chinese’ city: racism and its discourse in post-colonial Hong Kong
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Gender differences and the development of L2 English learners' L2 motivational self system and international posture in China
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The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals
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Jean-Martin Charcot’s role in the 19th century study of music aphasia
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Stance and metaphor: mapping changing representations of (organizational) identity
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Written language production disorders: historical and recent perspectives
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Abstract:
Written language production is often the least examined neuropsychological function, yet it provides a sensitive and subtle sign to a variety of different behavioral disorders. The dissociation between written and spoken language and reading and writing first came to clinical prominence in the nineteenth century, with respect to ideas about localization of function. Twentieth century aphasiology research focused primarily on patients with unifocal lesions from cerebrovascular accidents, which have provided insight into the various levels of processing involved in the cognitively complex task of producing written language. Recent investigations have provided a broader perspective on writing impairments in a variety of disorders, including progressive and diffuse brain disorders, and functional brain imaging techniques have been used to study the underlying processes in healthy individuals.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1007/s11910-013-0369-9 https://eprints.bbk.ac.uk/id/eprint/7567/ https://eprints.bbk.ac.uk/id/eprint/7567/1/7567.pdf
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The link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated English proficiency among Chinese learners
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Is multilingualism linked to a higher tolerance of ambiguity?
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