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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...10 Hits 1 – 20 of 196 1 Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel Tsuji, Wakana. - : University of Toronto, 2022 BASE Show details 2 Tarefas de Estímulo de Consciência Fonológica no Ensino de Inglês no 1.º Ciclo do Ensino Básico Santos, Maria dos Anjos Ferreira dos. - : Instituto Politécnico do Porto. Escola Superior de Educação, 2021 Abstract: Este estudo foi realizado no âmbito do Relatório Final de Estágio do Mestrado em Ensino de Inglês no 1.º Ciclo do Ensino Básico e tem como objetivo averiguar se os alunos identificam as vogais do inglês /i:/ e /I/; /ε/ e /æ/; /u:/ e /ʊ/ e se distinguem as que não fazem parte do inventário fonológico do português; verificar se há transferência de características dos sons vocálicos da língua materna durante a operacionalização dos sons em inglês e se a transferência tende a diminuir com a realização de tarefas envolvendo a perceção e produção dos sons vocálicos em questão. O estudo empírico integrou a Prática de Ensino Supervisionada num estudo qualitativo de investigação-ação, com recurso à análise dos instrumentos de recolha de dados elaborados. Esses instrumentos incluíram tarefas de discriminação auditiva, de atividades de compreensão oral e escrita e de produção oral e escrita. Os resultados obtidos permitem afirmar que, para produzir as vogais /I/, /æ/e /ʊ/, os alunos precisam de as perceber, para que, posteriormente, as possam manipular corretamente. Também é possível afirmar que o ensino do sistema de sons em sala de aula, pelo professor, através de atividades de caráter mais lúdico - história, trava-línguas, músicas e jogos - é relevante para o desenvolvimento da consciência dos fonemas em língua estrangeira. Este trabalho de treino deve ser sistemático e consistente, implicando bastante tempo e conhecimentos linguísticos nas áreas da fonética e fonologia por parte do professor. ; This study has been developed for the Final Internship Report of the Master’s Degree in Primary English Teaching and its aims are to find out if the students identify the following vowels from the English language: /i:/ e /I/; /ε/ e /æ/; /u:/ e /ʊ/ and if they can distinguish which ones are not part of the phonological inventory of the Portuguese language; to verify if there is a transfer of the native language vowel sounds in the production of the sounds and also if that transfer decreases with tasks involving perception and production of those sounds. The empirical study integrated the Supervised Teaching Practice in a qualitative intervention-action study, using the analysis of data collection tools which included auditory discrimination tasks, oral and writing comprehension activities, and oral and writing production activities. The results achieved allow us to affirm that, in order to produce the vowel sounds /i:/ and /I/; /ε/ and /æ/; /u:/ and /ʊ/, students need to perceive them so that later they can correctly use them. It is also possible to state the relevance of teaching the sound system in the classroom, by the teacher, using playful activities, including stories, tongue twisters, songs and games to develop the students’ awareness of the phonemes in a foreign language. This work must be systematic, and it involves a lot of time and linguistic knowledge in the area of phonetics and phonology by the teacher. Keyword: Desenvolvimento da Consciência Fonológica; Development of phonological awareness; Domínio/Área Científica::Ciências Sociais::Ciências da Educação; Domínio/Área Científica::Humanidades::Línguas e Literaturas; English as foreign language; Ensino de Inglês; Perception and production tasks; Tarefas de perceção e produção articulatória URL: http://hdl.handle.net/10400.22/18153 BASE Hide details 3 Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln Labrenz, Annika. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 4 Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln ... Labrenz, Annika. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 5 Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions Barnes, Emily. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2021 BASE Show details 6 O Contributo do Educador para o Desenvolvimento Linguístico das Crianças do Pré-Escolar ; A Consciência Linguística/Práticas Xavier, Natacha. - 2021 BASE Show details 7 Desenvolvimento da consciência metalinguística na aquisição bilingue de português e neerlandês: estudo de caso Caels, Anouschka Maria. - 2021 BASE Show details 8 Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being Al-Janaideh, Redab. - : University of Toronto, 2021 BASE Show details 9 Developing Language-specific Screening Tools: Assessing Phonological Awareness Skills in Urdu-English Bilingual Children Bhalloo, Insiya. - : University of Toronto, 2021 BASE Show details 10 Let's talk: Investigating adult-child interactions within the home-literacy environment to better support children's developing oral language and early-literacy skills Riordan, Jessica Kate. - : University of Otago, 2021 BASE Show details 11 Risk and resilience in beginning reading in New Zealand Cameron, Tracy Ann. - : University of Otago, 2021 BASE Show details 12 TEL y lectura. Propuesta de intervención neuropsicológica diseñada para estimular la conciencia fonológica en primer curso de Educación Primaria Martín-Barrios, Nerea. - 2021 BASE Show details 13 Degrees of Bidirectional Naming Are Related to Derived Listener and Speaker Responses Abdool-Ghany, Faheema. - 2020 BASE Show details 14 Enhancing Cultural Awareness and Sensitivity Through Theatre and Language Education ... Cintron, Erika Jade. - : Drexel University, 2020 BASE Show details 15 Degrees of Bidirectional Naming Are Related to Derived Listener and Speaker Responses ... Abdool-Ghany, Faheema. - : Columbia University, 2020 BASE Show details 16 Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung ... Landgraf, Thomas. - : Waxmann, 2020 BASE Show details 17 "Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie Edelstein, Benjamin Hrsg.; Fickermann, Detlef Hrsg.. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020) BASE Show details 18 Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung Landgraf, Thomas. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Münster ; New York : Waxmann 2020, 282 S. - (Didaktik der deutschen Sprache und Literatur; 3) - (Bern, Universität, Dissertation, 2019) (2020) BASE Show details 19 音韻遷移現象之研究： 以高屏地區國小學童為例 ; Cross-language Transfer of Phonological Awareness in Taiwan’s Elementary School Children 戴郁芳; TAI, YU-FANG. - 2020 BASE Show details 20 Over taalbewustzijn en taalvariatie ... : Taalideologie bij docenten Nederlands aan Europese universiteiten ... De Wilde, Truus. - : Freie Universität Berlin, 2020 BASE Show details Page: 1 2 3 4 5...10

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