41 |
Design and Evaluation of English Oral Communication Course at Kansai University
|
|
|
|
BASE
|
|
Show details
|
|
42 |
Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items ...
|
|
|
|
BASE
|
|
Show details
|
|
43 |
A Case Study: The Role of Student-Generated Vidcasts in K-12 Language Learner Academic Language and Content Acquisition
|
|
|
|
In: Leadership, Technology, and Human Development Faculty Publications (2014)
|
|
BASE
|
|
Show details
|
|
44 |
Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze
|
|
|
|
In: Morys, Nancy [Hrsg.]; Kirsch, Claudine [Hrsg.]; de Saint-Georges, Ingrid [Hrsg.]; Gretsch, Gérard [Hrsg.]: Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum. Frankfurt, M. : Lang 2014, S. 31-45. - (Sprache, Mehrsprachigkeit und sozialer Wandel. Language. Multilinguism and Social Change. Langue, multilinguisme et changement social; 22) (2014)
|
|
BASE
|
|
Show details
|
|
45 |
Developing Meta-Awareness about Composition through New Media in the First-Year Writing Classroom.
|
|
|
|
Abstract:
Building from work in composition studies on transfer, meta-awareness, and new media, this study investigates “meta-awareness about composition” through audio-visual (AV) composition, providing empirical evidence of learning outcomes for students who compose with video in a writing course. Through analysis of video interviews, class observations recorded on video, and student-authored documents, I illustrate that meta-awareness about composition involves a student’s ability to move consistently between enacting compositional choices (or, the doing), and articulating how and why those choices are or might be effective or ineffective (or, the saying) within a rhetorical context, and I identify four indicators of movement toward such meta-awareness. I argue that AV composition is particularly suited for developing meta-awareness because it encourages rhetorically-layered doing, a kind of doing that involves orienting and re-orienting to composing contexts, considering multiple audiences and purposes, and revision of parts in service of a whole. In the study, these kinds of rhetorically-layered actions led students to become interested and invested in their compositions, and such interested doing aided in movement toward meta-awareness when combined with specific kinds of saying. Moving toward meta-awareness was also a messy process that centered on problem-exploring, and I use narratives from two instructors to illustrate the complexity of and need for designing instruction and assessments that take messy problem-exploring into account. I conclude by laying out four suggestions for teachers of writing who seek to design instruction that supports students in developing meta-awareness. ; PHD ; English & Education ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/107333/1/vankootc_1.pdf
|
|
Keyword:
Audio-visual Composition; Education; English Language and Literature; First-year Writing; Humanities; Meta-awareness; New Media; Rhetoric and Composition; Social Sciences
|
|
URL: https://hdl.handle.net/2027.42/107333
|
|
BASE
|
|
Hide details
|
|
46 |
Exploring identity through word choice: Using multicultural literature to create connections (Kindergarten).
|
|
|
|
In: USF St. Petersburg campus Faculty Publications (2014)
|
|
BASE
|
|
Show details
|
|
47 |
Developmental dyslexia in adults: behavioural manifestations and cognitive correlates.
|
|
|
|
In: Dyslexia , 20 (3) 191 - 207. (2014) (2014)
|
|
BASE
|
|
Show details
|
|
48 |
Às voltas com as palavras: desenvolvimento da consciência linguística no 1º ano de escolaridade ; Grappling with the words: Development of linguistic awareness in 1st grade
|
|
|
|
BASE
|
|
Show details
|
|
49 |
The LAMP Language and Communication Screen Used to Support Teachers to Identify Speech, Language, and Communication Difficulties in Four Primary Schools in Varied Social Contexts
|
|
|
|
BASE
|
|
Show details
|
|
50 |
Semantic interference on a phonological task in illiterate subjects
|
|
|
|
BASE
|
|
Show details
|
|
51 |
Integrating local languages and cultures into the education system of French Guiana: A discussion of current programs and initiatives
|
|
|
|
BASE
|
|
Show details
|
|
52 |
The relative contribution of input modification, learner awareness, and individual differences to second language construction learning
|
|
|
|
BASE
|
|
Show details
|
|
53 |
Концептосфера понятия «химия» в языковом сознании студентов-химиков ; Sphere of the concept “chemistry” in linguistic consciousness of chemistry students
|
|
|
|
BASE
|
|
Show details
|
|
54 |
Ações de promoção da pluralidade linguística em contextos escolares
|
|
|
|
BASE
|
|
Show details
|
|
55 |
Phonologische Bewusstheit türkischsprachiger Migrantenkinder im Vergleich zu Kindern mit deutscher Muttersprache
|
|
|
|
BASE
|
|
Show details
|
|
56 |
The place of language and intercultural abilities : the experience of global business professionals
|
|
|
|
BASE
|
|
Show details
|
|
57 |
Journey to the syllables’ world : intervention in phonological awareness
|
|
|
|
BASE
|
|
Show details
|
|
58 |
The Effect of Morphological Strategies Training for English Language Learners
|
|
|
|
In: Research and Evaluation in Literacy and Technology (2014)
|
|
BASE
|
|
Show details
|
|
59 |
Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia
|
|
|
|
In: Special Education and Communication Disorders Faculty Publications (2014)
|
|
BASE
|
|
Show details
|
|
60 |
How EFL students can use Google to correct their “untreatable” written errors
|
|
|
|
BASE
|
|
Show details
|
|
|
|