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Evaluation des Dialogischen Lesens unter Berücksichtigung der Durchführungsqualität ; Evaluation of dialogic reading regarding its treatment validity
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Hartung, Nils. - : Justus-Liebig-Universität Gießen, 2015. : FB 06 - Psychologie und Sportwissenschaft. Psychologie, 2015
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43 |
Teachers and students developing critical language awareness through an exploration of everyday language practices
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44 |
Children’s willingness to accept labels in two languages: the role of exposure
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45 |
L’évolution des représentations sur les langues d’élèves plurilingues du 3e cycle du primaire lors de l’implantation d’un projet d’Éveil aux langues
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Desenvolvimento e aplicação do jogo interativo "Viagem ao mundo das sílabas": um contributo para a intervenção no âmbito da consciência fonológica
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47 |
Student Oral Proficiency in Grade Three Spanish Immersion: Linguistic Diversity, Student Interaction and Differentiated Scaffolding
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48 |
Analysis of Awareness of Translators' Gender In the context of Black Feminism - A Case Study of Two Chinese Versions of The Color Purple
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Zhang, Ke. - : The University of Queensland, School of Languages and Cultures, 2015
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49 |
The Role of Metalinguistic Awareness in Multilingual Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 57-59 (2015) (2015)
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50 |
Authenticating ‘Cover to Cover’ Reader Series vis-à-vis Cultural Norms for the Iranian community
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In: Journal of Applied Linguistics, Vol 8, Iss 17, Pp 166-191 (2015) (2015)
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51 |
Self-Assessment among Young Learners of English
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 1, Iss 2, Pp 101-118 (2015) (2015)
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52 |
SELF-ASSESSMENT AMONG YOUNG LEARNERS OF ENGLISH
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 1, Iss 2, Pp 101-118 (2015) (2015)
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Abstract:
The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011). In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011). Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.
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Keyword:
alternative assessment; Language and Literature; LC8-6691; metacognitive awareness; P; self-assessment; Special aspects of education; young learners
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URL: https://doaj.org/article/9c60d64a978447bba12b851bc974d249
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53 |
Quand l’arabe « libanais » entre en classe (2010 à 2012)
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In: Voix Plurielles; Vol 12 No 1 (2015); 339-358 ; Voix Plurielles; Vol. 12 No 1 (2015); 339-358 ; 1925-0614 (2015)
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Quantas sílabas tem “cháv(e)na”? Sobre o impacto dos apagamentos vocálicos na segmentação silábica de crianças no ensino pré-escolar
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 10, Pp 31-58 (2015) (2015)
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Pragmatic awareness of conversational implicatures and the usefulness of explicit instruction
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015)
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