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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...8 Hits 1 – 20 of 150 1 Storytelling in early childhood : enriching language, literacy and classroom culture Cremin, Teresa; Flewitt, Rosie; Mardell, Ben. - London [u.a.] : Routledge, 2017 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 2 The Oxford handbook of causal reasoning Waldmann, Michael R.. - New York, NY : Oxford Univ. Press, 2017 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 3 Principles towards justification: A focus on teacher actions Mata-Pereira, Joana; Pedro da Ponte, João In: CERME 10 ; https://hal.archives-ouvertes.fr/hal-01865657 ; CERME 10, Feb 2017, Dublin, Ireland (2017) BASE Show details 4 Use of Tablets to Support Students’ 21st Century Skills: A Look Behind the Screen at Knowledge Construction, Collaboration, and Skilled Communication in Language Arts and Science Tkach, Rochelle. - : Brock University, 2017 BASE Show details 5 Implementation of the Nigerian civic education curriculum to develop effective citizenship in young learners: stakeholders perspectives Idowu, Samuel Olayinka. - : Brunel University London, 2017 BASE Show details 6 The Challenges of Learning Academic Vocabulary Among Postgraduate Saudi Students at New Zealand Universities Aldawsari, Hadi. - : Auckland University of Technology, 2017 Abstract: The acquisition and use of academic vocabulary has a direct impact on educational outcomes for L2 students, in academic preparation programmes, undergraduate studies and postgraduate work. This study investigated the challenges of learning academic vocabulary among 16 postgraduate Saudi students who are studying in New Zealand universities. The study takes the position that students‟ perspectives of the challenges they face in acquiring academic vocabulary can offer an alternative perspective to existing research on academic vocabulary. The study asked four research questions: 1) In which aspects of postgraduate studies are the challenges of learning academic vocabulary mostly found? 2) What are the challenges that postgraduate Saudi students face in acquiring academic vocabulary? 3) What strategies do these postgraduate Saudi students use to learn academic vocabulary? and 4) Do students who report the most challenges tend to have the least vocabulary learning strategies? To answer these research questions a qualitative case study approach was adopted and data were collected through an initial survey, individual face-to-face interviews, and a focus group interview. The findings show that every one of the 16 participants struggled with academic vocabulary, variously in a number of academic settings and across all four language skills. Reading to write (Hirvela, 2016) was of particular challenge due to the extensive need to paraphrase from original texts. Additionally, the study found that participants had little prior knowledge of how to acquire academic vocabulary and had few learning strategies to address their difficulties. The findings of this study did not lead to a conclusion that simple exposure to academic vocabulary can increase the chance of incidental vocabulary acquisition but rather, on the contrary, suggests that purposeful vocabulary learning is needed and that such learning needs to be grounded in sound learning strategies, including the use of vocabulary learning tools. Moreover, the study revealed that inappropriate vocabulary learning strategies can cause frustration and loss of motivation. The study has implications for EAP preparation programmes in Saudi Arabia (and indeed elsewhere) and for postgraduate support in New Zealand universities. Keyword: Academic vocabulary; Educational outcomes; Language skills; Learning strategies URL: http://hdl.handle.net/10292/10754 BASE Hide details 7 L’évaluation de la compétence lexicale chez les adultes francophones Comment intégrer l’inférence ? Boch, Françoise; Sorba, Julie; Bessonneau, Pascal In: Colloque en didactique du lexique, 85e congrès de l'ACFAS ; https://hal.archives-ouvertes.fr/hal-01844472 ; Colloque en didactique du lexique, 85e congrès de l'ACFAS, May 2017, Montréal, Canada (2017) BASE Show details 8 Mener un atelier slam en anglais GENDRON, Catherine In: https://hal.archives-ouvertes.fr/hal-01550134 ; 2017 (2017) BASE Show details 9 ОСОБЕННОСТИ ФОРМИРОВАНИЯ И ЗАКРЕПЛЕНИЯ ПИСЬМЕННОЙ РЕЧЕВОЙ КОМПЕТЕНЦИИ НА ЗАНЯТ ИЯХ ПО ИНОСТРАННОМУ ЯЗЫКУ В НЕЯЗЫКОВЫХ ВУЗАХ ЛИХАЧЕВА ОЛЬГА НИКОЛАЕВНА. - : Федеральное государственное образовательное учреждение высшего профессионального образования Кубанский государственный аграрный университет, 2017 BASE Show details 10 СТРАТЕГИИ В РАЗВИТИИ УМЕНИЙ ИНОЯЗЫЧНОГО ЧТЕНИЯ НА ОСНОВЕ САМОСТОЯТЕЛЬНОЙ УЧЕБНО-ПОЗНАВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ У СТУДЕНТОВ ТЕХНИЧЕСКОГО ВУЗА СЫСА ЕЛЕНА АЛЕКСАНДРОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Томский государственный педагогический университет», 2017 BASE Show details 11 ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЛИНГВИСТИЧЕСКИХ ПОНЯТИЙ РОДНОГО ЯЗЫКА (ЯЗЫКА САХА) В ОСНОВНОЙ ШКОЛЕ В УСЛОВИЯХ БИЛИНГВАЛЬНОГО ОБУЧЕНИЯ САВВИНОВА АННА ДМИТРИЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Томский государственный педагогический университет», 2017 BASE Show details 12 THE CHARACTERISTICS OF TASK-BASED LANGUAGE TESTING OF ESP STUDENTS POGHOSYAN NAIRA. - : «East West» Association for Advanced Studies and Higher Education GmbH, 2017 BASE Show details 13 Facilitating a Community of Practice in higher education: Leadership rewards and challenges Pember, ER In: Pember, ER, (2017). Facilitating a Community of Practice in higher education: Leadership rewards and challenges. McDonald, J, Cater-Steel, A (Eds.), Communities of Practice: Facilitating Social Learning in Higher Education, p. 373-380 Singapore:Springer Nature Singapore (2017) BASE Show details 14 РАЗВИТИЕ УСТНОЙ РЕЧИ МЛАДШИХ ШКОЛЬНИКОВ ЛЕКСИЧЕСКИМИ СРЕДСТВАМИ РОДНОГО (БУРЯТСКОГО) ФОЛЬКЛОРА СОДНОМОВ СОНОМБАЛ ЦЫДЕНОВИЧ; САНЖИНА ДАРИМА ДАБАЕВНА. - : Федеральное государственное образовательное учреждение высшего профессионального образования «Московский государственный технический университет гражданской авиации», 2017 BASE Show details 15 Travailler la syntaxe dans les formations à l’écrit professionnel Boch, Françoise; Sorba, Julie; Bessonneau, Pascal In: Les écrits professionnels : enjeux socioéconomiques et enjeux de formation, 85e congrès de l'ACFAS ; https://hal.archives-ouvertes.fr/hal-01844469 ; Les écrits professionnels : enjeux socioéconomiques et enjeux de formation, 85e congrès de l'ACFAS, May 2017, Montréal, Canada (2017) BASE Show details 16 Situations of illiteracy and writing difficulties in Normandy : the spelling’s case ; Situations d'illettrisme et difficultés à l'écrit en Haute-Normandie : le cas de l'orthographe Conseil, Jeanne. - : HAL CCSD, 2017 In: https://tel.archives-ouvertes.fr/tel-01738163 ; Linguistique. Normandie Université, 2017. Français. ⟨NNT : 2017NORMR084⟩ (2017) BASE Show details 17 Action mechanisms for social cognition: behavioral and neural correlates of developing Theory of Mind. Bowman, Lindsay C; Thorpe, Samuel G; Cannon, Erin N... In: Developmental science, vol 20, iss 5 (2017) BASE Show details 18 Mathematics Ability and Related Skills in Preschoolers Born Very Preterm Hasler, Holly M.; Akshoomoff, Natacha In: Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence, vol 25, iss 2 (2017) BASE Show details 19 Mathematics Ability and Related Skills in Preschoolers Born Very Preterm Hasler, Holly M.; Akshoomoff, Natacha In: Hasler, Holly M.; & Akshoomoff, Natacha. (2017). Mathematics Ability and Related Skills in Preschoolers Born Very Preterm. Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence, 25(2), 162 - 178. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/5pv85206 (2017) BASE Show details 20 Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy Lloyd, Jason Duran. - : eScholarship, University of California, 2017 In: Lloyd, Jason Duran. (2017). Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/8423n6dq (2017) BASE Show details Page: 1 2 3 4 5...8

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