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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 Hits 41 – 60 of 68 41 Combat Literacy: Creating a Command Climate With Greater Appreciation for the Operational Role of Foreign Language Magleby, Alfred R. In: DTIC (2009) BASE Show details 42 A Tenuous Link to Success: Proper Use of Interpreters in Counterinsurgency Waite, Ethan In: DTIC (2009) BASE Show details 43 A Language for Modeling Cultural Norms, Biases and Stereotypes for Human Behavior Models Solomon, Steven; van Lent, Michael; Core, Mark... In: DTIC (2008) BASE Show details 44 Operational Culture: Is The Australian Army Driving the Train or Left at the Station? Brain, Steven W. In: DTIC (2008) BASE Show details 45 U.S. Navy Language Skills, Regional Expertise, and Cultural Awareness Strategy Harvey, Jr., J. C. In: DTIC (2008) BASE Show details 46 Integrating Language and Cultural Knowledge into the Army Officer Corps Purser, Jennifer L. In: DTIC (2008) BASE Show details 47 Statement of Rear Admiral Daniel P. Holloway Before the Oversight and Investigations Subcommittee of the House Armed Services Committee on Foreign Language and Cultural Awareness Transformation Holloway, Daniel P. In: DTIC (2008) BASE Show details 48 America's Cultural Awakening Brents, William B. In: DTIC (2007) BASE Show details 49 Comprehensive Regional Expertise in the United States Army Meyer, Gregory C. In: DTIC (2007) BASE Show details 50 Training for Small Wars Readinger, Charles In: DTIC (2006) BASE Show details 51 Cultural Training in the Marine Corps Stewart, M. N. In: DTIC (2006) BASE Show details 52 Building Operational Language Expertise in DOD Officers Stratton, James E. In: DTIC (2006) BASE Show details 53 Creating a Culturally Prepared Marine Corps Smith, Monti In: DTIC (2006) BASE Show details 54 Looking for Gold Nuggets in the Melting Pot: Language, Cultural Awareness, and the Fourth Generation Warrior Stenmark, Timothy E. In: DTIC (2006) BASE Show details 55 Through the Lens of Cultural Awareness: A Primer for US Armed Forces Deploying to Arab and Middle Eastern Countries Wunderle, William D. In: DTIC (2006) BASE Show details 56 PHONOLOGICAL PROCESSING UNIT TRANSFER: THE IMPACT OF FIRST LANGUAGE SYLLABLE STRUCTURE AND ITS IMPLICATIONS FOR PREFERRED SUBSYLLABIC DIVISION UNITS Chen, Shih-wei. - 2006 Abstract: This study investigated the potential transfer of first language (L1) phonological processing unit to second language processing. English and Chinese phonology differ mainly in the complexity of their syllable structures. English phonology allows highly complex syllable structures, whereas Chinese has been characterized primarily as a core syllable language, i.e., its syllables typically consist only of a consonant and vowel (CV). This sharp contrast is hypothesized to entail different phonological processing units in the two languages, and to result in, through L1 transfer, the poor phonological awareness often observed in Chinese speakers learning English as a second language (ESL). This hypothesis was tested by examining the performance patterns of Chinese ESL fourth graders on phoneme deletion and phoneme isolation tasks. The results suggest that Chinese ESL children do seem to process an English syllable in terms of an intact core syllable plus its appendices due to L1 transfer. This gives support to a developmental account of subsyllabic division unit preference, which suggests that core syllable is universally preferred in the initial stages of language development, only after which speakers of different languages diverge in their division unit preferences due to linguistic characteristics of their respective L1s. The presence of transfer suggested that Chinese ESL children performed differently on two item types--core-syllable items (requiring segmentation of an element within the core syllable) and non-core-syllable items (requiring segmentation of any appendices from the core syllable). As phonological awareness involves the ability to segment cohesive sound units, it was hypothesized that only performance on core-syllable items should represent phonological awareness. This hypothesis was tested by analyzing the item types' respective contribution to decoding skills. Phonological awareness has long been established as a strong predictor of decoding skills; thus the analyses served to test the two item types' respective criterion validity in tapping phonological awareness. The results confirmed the hypothesis. This implies that, methodologically, phonological awareness of Chinese ESL children could be more reliably measured if, in future studies, only core-syllable segmentation items are employed. Educationally, instruction in phonological awareness might emphasize core-syllable segmentation, which alone appears to reflect Chinese ESL children's phonological awareness. Keyword: Cognitive; core syllable and appendices; decoding skills; Education; English as a second language; Language; Linguistics; phonological awareness; phonological processing unit transfer; Psychology; Reading; subsyllabic division unit preference URL: http://hdl.handle.net/1903/3824 BASE Hide details 57 Spelling in adults: The combined influences of language skills and reading experience Burt, JS. - : Springer/Plenum Publishers, 2006 BASE Show details 58 The Past and Future of Iraq Raithel, J. R. In: DTIC (2005) BASE Show details 59 Lessons Learned from Developing SAWA: A Situation Awareness Assistant Matheus, Christopher J.; Kokar, Mieczyslaw M.; Letkowski, Jerzy J.... In: DTIC (2005) BASE Show details 60 Decide Now - Ditch Decision Making Campion, John In: DTIC (2004) BASE Show details Page: 1 2 3 4

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