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Kinder sprechen über (ihre) Mehrsprachigkeit : theoretische Überlegungen und eine qualitative Studie zu Perspektiven mehrsprachig aufwachsender Grundschülerinnen und Grundschüler
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UB Frankfurt Linguistik
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POSTGRADUATE STUDENTS ACADEMIC WRITING:CORRECTIVE FEEDBACK STRATEGIES
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BELYAEVA ELENA GENNADYEVNA. - : Негосударственное высшее профессиональное образовательное учреждение Уральский гуманитарный институт, 2016
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Особенности формирования межкультурной коммуникативной компетенции при обучении китайскому языку
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КОРНЕЕВА ЛАРИСА ИВАНОВНА; МА ЖУНЮЙ. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Уральский государственный педагогический университет», 2016
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ПРОБЛЕМЫ ФОРМИРОВАНИЯ КОММУНИКАТИВНОЙ КУЛЬТУРЫ ЛИЧНОСТИ
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ИГНАТЕНКО ИРИНА ИВАНОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2016
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Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay
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In: Hauck, Jan David. (2016). Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay. UCLA: Anthropology 0063. Retrieved from: http://www.escholarship.org/uc/item/7931r6fh (2016)
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Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay
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Disentangling French tongues in a German classroom
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In: New Sounds ; https://hal.archives-ouvertes.fr/hal-01406327 ; New Sounds, Jun 2016, Aarhus, Denmark (2016)
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Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates ...
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ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ МОДЕЛИ МИРА ИСТОРИЧЕСКОГО ПРОШЛОГО ... : FEATURES OF THE DEVELOPMENT OF LINGUISTIC WELTBILD OF THE HISTORICAL PAST ...
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O conhecimento explícito da língua : a oração relativa na aula de Português e Latim
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Abstract:
O presente relatório diz respeito à Prática de Ensino Supervisionada (PES) em Português, desenvolvida na Escola Secundária José Gomes Ferreira, e em Línguas Clássicas, no Colégio de São Tomás, durante o ano letivo de 2014/15. O relatório é constituído por duas partes fundamentais. Na primeira parte, encontra-se a fundamentação teórico-didática relativa ao tema trabalhado na PES, i.e., o estudo da oração subordinada adjetiva relativa, com recurso a uma metodologia específica (sobretudo na aula de Português) – a oficina gramatical. Nesta o aluno segue métodos de trabalho característicos da investigação científica, aprendendo pela descoberta. A oficina gramatical contempla diversas fases: observação de dados, formulação de hipóteses, teste das hipóteses por meio de atividades de manipulação de dados, validação das hipóteses, elaboração de generalizações gramaticais, realização de exercícios de treino e, por fim, avaliação das aprendizagens. A segunda parte do relatório apresenta a descrição e a reflexão crítica sobre as aulas observadas e lecionadas nas duas escolas cooperantes: no caso do Português, as aulas são relativas ao 10.º ano de escolaridade, e no caso do Latim, ao 9.º ano de escolaridade. Procurou-se promover, em ambas as disciplinas, uma atitude de reflexão sobre a língua. No caso concreto do Português, essa reflexão foi orientada com vista à tomada de consciência de diferenças entre estruturas da variedade padrão e de variedades não padrão. ; This report refers to my Supervised Teaching Practice in the Portuguese Language developed at Escola Secundária José Gomes Ferreira and in Classical Languages at Colégio de São Tomás during the school year of 2014/15. The report has two main parts. In the first one I present the theoretical and didactic explanation related to the subject of my Supervised Teaching Practice, i.e., the study of the relative clause using a specific methodology (mainly in the Portuguese lessons) – grammar lab. In the grammar lab the student follows a typical method of scientific research – learning by discovery. The grammar lab is developed in several stages: observation of data, hypothesizing, applying the hypothesis to practical exercises, validation of the hypothesis, construction of general grammatical rules, completion of practical activities and to finalize the learning assessment. The second part of this report describes and reflects on the observed and taught lessons at both schools: the Portuguese lessons refer to the tenth grade, and the Latin lessons to the ninth grade. In both subjects an attitude of reflection on language was pursued and promoted. The aforementioned reflection promoted awareness of differences between the standard variety of Portuguese and non-standard varieties.
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Keyword:
Aprendizagem pela descoberta; Conhecimento explícito da língua; Domínio/Área Científica::Humanidades::Línguas e Literaturas; Ensino de Português e Latim; Grammar lab; Language awareness; Learning by discovery; Oficina gramatical; Oração subordinada adjetiva relativa; Portuguese and Latin Teaching; Prática de Ensino Supervisionada; Relative clause; Supervised Teaching Practice
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URL: http://hdl.handle.net/10362/18357
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A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions ...
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Putting grammar in its place: interactions and identity in a Master of TESOL course
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Phonics, Phonemic Awareness, and Phonological Awareness—Oh My!
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In: ETSU Faculty Works (2016)
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The development of knowledge about language in teacher training: what works?
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Neilsen, Roderick. - : Faculty of Humanities and Social Sciences, University of Rijeka, 2016
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Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates
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Focus on local diversity and learn about global community: Incorporating Diversity and Social Justice into Japan’s English language education
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In: Sociology Faculty Presentations (2016)
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Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey ; Language and intercultural communication
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Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey
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