• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher
  • 
    Year:
    
    • 2020 (17)
  • 
    Medium:
    
    • Online (17)
  • 
    Type:
    
    • Book (17)
  • 
    BLLDB-Access:
    • free (17)
    • subject to license (0)

Search in the Catalogues and Directories

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 Hits 1 – 17 of 17 1 Diversity in the Adult ESL Classroom Tadic, Nada. - 2020 BASE Show details 2 Leaders Respond to the Workforce Implications Associated With the Rise of Artificial Intelligence in Financial Services During the Fourth Industrial Revolution: a Case Study Rotatori, Denise. - 2020 BASE Show details 3 Dancing With Feedback: Inquiry-based Feedback and Teacher Learning Conley, Sean P.. - 2020 BASE Show details 4 Integration durch Zweitspracherwerb auf der Bühne ... Sdroulia, Amalia. - : :null, 2020 BASE Show details 5 Integration durch Zweitspracherwerb auf der Bühne Sdroulia, Amalia. - : pedocs-Dokumentenserver/DIPF, 2020 In: 2020, 7 S. (2020) BASE Show details 6 Incorporating Environmental Education into TESOL through Nature Journaling: A Literature Review and Curriculum Recommendations Mueller, Hannah. - : Prescott College, 2020 BASE Show details 7 Hispanic Adult Learners’ Support Expectations in a Higher Education Hispanic Serving Institution McHenry, Jon. - : Walden University, 2020 BASE Show details 8 Redesigning an International Pathway Program: a Change Management Plan Parker, Laura Denise. - : Capella University, 2020 BASE Show details 9 A Qualitative Investigation of Andragogy in Adult Bible Classes in Lutheran Church–Missouri Synod Congregations in St. Louis Jurchen, Peter Luther. - : Lindenwood University, 2020 BASE Show details 10 The Adult Learner’s Story: An Exploratory Narrative of Experiencing an Introductory English Composition Classroom Philips, Lauren Brooke. - : The George Washington University, 2020 BASE Show details 11 Investigating Intercultural Sensitivity in Saudi Arabian Women in the United States: Making Sense of Lived Experiences Hertenstein, Kathleen. - : The University of Arizona, 2020 BASE Show details 12 The Acquisition of Variable Past-Time Expression in L2 Spanish: Combining Concept-oriented, Form-oriented, and Variationist Research Traditions Within Functionalism Terán, Virginia. - : University of Pittsburgh, 2020 BASE Show details 13 Diversity in the Adult ESL Classroom ... Tadic, Nada. - : Columbia University, 2020 BASE Show details 14 CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY ... Solovyeva, Ekaterina. - : Digital Repository at the University of Maryland, 2020 BASE Show details 15 An Examination of an Engagement Indicator for Non-Traditional First-Generation Black Students Enrolled in U.S. Institutions Still, Chantae D.. - : Digital Commons @ University of South Florida, 2020 In: Graduate Theses and Dissertations (2020) BASE Show details 16 Adolescentes na/da educação de jovens e adultos e o Direito à educação escolar : um estudo a partir da cidade de Canoas/RS Delavechia, Angela Saikoski. - 2020 BASE Show details 17 CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY Solovyeva, Ekaterina. - 2020 Abstract: Inflectional morphology poses significant difficulty to learners of foreign languages. Multiple approaches have attempted to explain it through one of two lenses. First, inflection has been viewed as one manifestation of syntactic knowledge; its learning has been related to the learning of syntactic structures. Second, the perceptual and semantic properties of the morphemes themselves have been invoked as a cause of difficulty. These groups of accounts presuppose different amounts of abstract knowledge and quite different learning mechanisms. On syntactic accounts, learners possess elaborate architectures of syntactic projections that they use to analyze linguistic input. They do not simply learn morphemes as discrete units in a list—instead, they learn the configurations of feature settings that these morphemes express. On general-cognitive accounts, learners do learn morphemes as units—each with non-zero difficulty and more or less independent of the others. The “more” there is to learn, the worse off the learner. This dissertation paves the way towards integrating the two types of accounts by testing them on cross-linguistic data. This study compares learning rates for languages whose inflectional systems vary in complexity (as reflected in the number of distinct inflectional endings)—German (lowest), Italian (high), and Czech (high, coupled with morpholexical variation). Written learner productions were examined for the accuracy of verbal inflection on dimensions ranging from morphosyntactic (uninflected forms, non-finite forms, use of finite instead of non-finite forms) to morpholexical (errors in root processes, application of wrong verb class templates, or wrong phonemic composition of the root or ending). Error frequencies were modeled using Poisson regression. Complexity affected accuracy differently in different domains of inflection production. Inflectional paradigm complexity was facilitative for learning to supply inflection, and learners of Italian and Czech were not disadvantaged compared to learners of German, despite their paradigms having more distinct elements. However, the complexity of verb class systems and the opacity of morphophonological alternations did result in disadvantages. Learners of Czech misapplied inflectional patterns associated with verb classes more than learners of German; they also failed to recall the correct segments associated with inflections, which resulted in more frequent use of inexistent forms. Keyword: Adult education; Cognitive psychology; inflection; language learning; Linguistics; morphology; morphosyntax; psycholinguistics URL: http://hdl.handle.net/1903/26135 https://doi.org/10.13016/ejly-vbct BASE Hide details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 17 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0