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Hits 201 – 220 of 1.835

201
Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 3, 346-363
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202
Longitudinal predictors of very early Chinese literacy acquisition
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 3, 315-332
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203
The development of reading interest and its relation to reading ability
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 3, 263-280
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204
Learner-generated noticing of written L2 input: what do learners notice and why?
In: Language learning. - Hoboken, NJ : Wiley 61 (2011) 1, 146-186
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205
Effect of explicit and implicit instruction on free written response task performance
In: Language learning. - Hoboken, NJ : Wiley 61 (2011) 3, 868-903
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206
An exploration of L2 teachers' use of pedagogical interventions devised to draw L2 learners' attention to form
In: Language learning. - Hoboken, NJ : Wiley 61 (2011) 3, 759-785
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207
Learning a tonal language by attending to the tone: an in vivo experiment
In: Language learning. - Hoboken, NJ : Wiley 61 (2011) 4, 1119-1141
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208
Individual differences in second language reading outcomes
In: International journal of bilingualism. - London [u.a.] : Sage Publ. 15 (2011) 1, 3-25
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209
Early emergence of syntactic awareness and cross-linguistic influence in bilingual children's judgments
In: International journal of bilingualism. - London [u.a.] : Sage Publ. 15 (2011) 4, 521-534
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210
Further evidence of the effectiveness of phonological instruction with oral-deaf readers
In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 155 (2011) 5, 562-568
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211
Measuring implicit and explicit linguistic knowledge : what can heritage language learners contribute?
In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 33 (2011) 2, 247-271
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212
Rod Ellis, Shawn Loewen, Catherine Elder, Rosemary Erlam, Jenefer Philp, Hayo Reinders: Implicit and explicit knowledge in secondlanguage learning, testing and teaching [Rezension]
In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 33 (2011) 1, 131-132
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213
Input, intake, and consciousness : the quest for a theoretical foundation
In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 33 (2011) 4, 497-528
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214
Grammar and meaning in early adult foreign language instruction
In: International journal of applied linguistics. - Oxford [u.a.] : Blackwell 21 (2011) 2, 183-201
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215
Metalinguistic explanations and self-reports as triangulation data for interpreting second language sociolinguistic performance
In: International journal of applied linguistics. - Oxford [u.a.] : Blackwell 21 (2011) 1, 26-50
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216
When alphabets collide: alphabetic first-language speakers' approach to speech production in an alphabetic second language
In: Second language research. - London : Sage Publ. 27 (2011) 3, 391-417
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217
Genres and pragmatic competence
In: Journal of pragmatics. - Amsterdam [u.a.] : Elsevier 43 (2011) 1, 327-346
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218
Bilingual education, metalinguistic awareness, and the understanding of an unknown language
In: Bilingualism. - Cambridge : Univ. Press 14 (2011) 2, 233-242
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219
The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades
In: Journal of communication disorders. - New York, NY : Elsevier 44 (2011) 1, 49-58
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220
Metalinguistic knowledge, metalanguage, and their relationship in L2 learners
In: System. - Amsterdam : Elsevier 39 (2011) 1, 63-77
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