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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...164 Hits 41 – 60 of 3.275 41 The concept of mathematical cognitive transgression in exploring learners' cognitive development of nondeterministic thinking LAKOMA, EWA In: History and Pedagogy of Mathematics ; https://hal.archives-ouvertes.fr/hal-01349221 ; History and Pedagogy of Mathematics, Jul 2016, Montpellier, France (2016) BASE Show details 42 Teaching Shakespeare in the Digital Age: The eZoomBook Approach Evain, Christine; Marco, Chris De In: ISSN: 0013-8290 ; English Language Teaching ; https://hal-audencia.archives-ouvertes.fr/hal-01319052 ; English Language Teaching, Oxford University Press, 2016, 9 (6), ⟨10.5539/elt.v9n6p162⟩ (2016) BASE Show details 43 Of Women and Other Myths: Performing Femininity in Contemporary Indian Feminist Literature Castaing, Anne In: The Politics of Performance and Play. Feminist Matters ; https://hal.archives-ouvertes.fr/hal-01406493 ; The Politics of Performance and Play. Feminist Matters, Institute for Philosophy, Leiden University, Leiden, the Netherlands, Jul 2016, Leiden, Netherlands (2016) BASE Show details 44 Non-anthropogenic mind and complexes of cultural codes Kulikov, Sergey In: ISSN: 0037-1998 ; EISSN: 1613-3692 ; Semiotica ; https://hal.archives-ouvertes.fr/hal-01179990 ; Semiotica, De Gruyter, 2016, 2016, pp.63 - 73. ⟨10.1515/sem-2015-0034⟩ (2016) BASE Show details 45 Collective design of an e-textbook: teachers’ collective documentation. Gueudet, Ghislaine; Pepin, Birgit; Sabra, Hussein... In: ISSN: 1386-4416 ; EISSN: 1573-1820 ; Journal of Mathematics Teacher Education ; https://hal.archives-ouvertes.fr/hal-01228959 ; Journal of Mathematics Teacher Education, Springer Verlag (Germany), 2016, 19 (2-3), pp.187 203. ⟨10.1007/s10857-015-9331-x⟩ (2016) BASE Show details 46 A Brechtian theatre pedagogy for intercultural education research Frimberger, K. - : Taylor & Francis, 2016 BASE Show details 47 Talking about talk: reviewing oracy in English primary education Jones, D. - 2016 BASE Show details 48 High School Performance of Cape Verdean Immigrant Students in New Bedford: A Linguistic Perspective Dos Reis, Mauro S. In: Master’s Theses and Projects (2016) BASE Show details 49 English Language Learners, Writing Challenges, and Writing Identities: Experiences of Graduate Student Writers in Education Farzinpur, Leila. - 2016 BASE Show details 50 Understanding and Evaluating English Learners' Oral Reading with Miscue Analysis Latham Keh, Melissa In: Special Education and Communication Disorders Faculty Publications (2016) BASE Show details 51 Loris Malaguzzi and the schools of Reggio Emilia : a selection of his writings and speeches, 1945-1993 Malaguzzi, Loris; Cagliari, Paola; Castagnetti, Marina. - London : Routledge, Taylor and Francis Group, 2016 MPI für Psycholinguistik Show details 52 Music and Language Development: Traits of Nursery Rhymes and Their Impact on Children's Language Development Gonzalez, Ashley Lauren In: Music (2016) BASE Show details 53 Traducciones de documentos de los programas que ofrece United Way del Condado de San Luis Obispo Connor, Courtney Helena In: World Languages and Cultures (2016) BASE Show details 54 Lecciones de inglés para un hispanohablante encarcelado: Caso práctico Brown, McKenzie In: World Languages and Cultures (2016) BASE Show details 55 Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers Wu, Yu. - 2016 Abstract: This dissertation addresses the differential effects of two oral corrective feedback strategies, recasts and metalinguistic prompts, on the acquisition of Chinese wh-questions and classifiers, while examining how individual differences (i.e. language analytical abilities, attitudes, and anxiety) would moderate the effects of CF. Two beginning Chinese classes were randomly assigned to the recast or metalinguistic prompts group. In a span of 5 weeks, a total of 4 treatment sessions took place. Students were tested with an oral production task and a written error correction task before, immediately after, and two weeks after the treatment. Mixed-method ANOVAs were used to analyze the differential effects of the two CF strategies on the acquisition of wh-questions and classifiers. In addition, students also completed two questionnaires, with one testing their language analytical ability, and a combined questionnaire measuring their attitudes and anxiety. Multiple regressions were used to analyze the relationship between individual differences and students’ learning outcome. The results showed that the metalinguistic prompts group had significant gains in accuracy in all measures, regardless of testing time (posttests or delayed posttests), target forms (wh-questions or classifiers), and testing mode (oral production or written error correction tests). The recast group showed significant gains in the written tests for wh-questions and classifiers, but only achieved significant short-term gains for wh-questions in the oral test. Regarding individual differences, we found that learners’ language analytical abilities and attitudes were important in predicting their test performance, while anxiety did not affect the learning outcome. Results were discussed within the Interactional Cognitive Framework. Form-focused instruction, along with metalinguistic prompts, which were consistent, output-pushing, and reminded students of previous learned declarative knowledge, worked better than input-providing CF (recasts) for both syntactic and lexical features. Metalinguistic prompts withheld the target L2 forms, provided metalinguistic comments, and pushed for modified output, which may have increased the likelihood for learners to close the gap between their existing knowledge and the target L2 forms, and convert declarative knowledge into procedural knowledge. The findings also suggested that CF could be delivered without raising students’ anxiety, and helping students maintain positive attitude was important for their language development. Keyword: Corrective feedback; Foreign language education; Individual differences; Teaching Chinese as a Foreign Language URL: https://hdl.handle.net/2144/19509 BASE Hide details 56 Surface electromyographic control of a novel phonemic interface for speech synthesis Guenther, Frank H.; Nieto-Castañón, Alfonso; Cler, Meredith J.. - 2016 BASE Show details 57 Pitch ability as an aptitude for tone learning Chang, Charles B.; Karuzis, Valerie P.; Bowles, Anita R.. - 2016 BASE Show details 58 Making Math hAPPen: Exploring Math iPad Games with Sixth Grade Students Bennett, Molly In: Honors Program Theses and Projects (2016) BASE Show details 59 Discovering How the Pieces Fit Together: An Interdisciplinary Research Project Integrating the Disciplines of Elementary Education and English Skrabec, Angela In: Undergraduate Review (2016) BASE Show details 60 Music lessons from a tablet computer: the effect of incorporating a touchscreen device in teaching music staff notation to students with dyslexia Witmer, Nancy. - 2016 BASE Show details Page: 1 2 3 4 5 6 7...164

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