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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 Hits 1 – 20 of 21 1 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers Budde, Christina Marie. - 2020 BASE Show details 2 Prospective Teachers' Noticing and Naming of Students' Mathematical Strengths and Support of Students' Participation Bowen, Diana Leigh. - 2019 BASE Show details 3 INTENTIONAL IMPLEMENTATION: A SELF-STUDY EXAMINING AND EVALUATING INSTRUCTIONAL IMPLEMENTATION OF DIGITAL TOOLS TO FOSTER ACADEMIC WRITING IN THE ENGLISH SECONDARY CLASSROOM Alcoser, Michelle Elaine. - 2017 BASE Show details 4 Student Experiences of Writing Conferences in a Blended First Year Composition Course: A Case Study Swan, Lisa M.. - 2017 BASE Show details 5 Living in the Constellation of the Canon: A Phenomenological Study of African American Students Reading Great Books Literature Prather, Anika Prather. - 2017 BASE Show details 6 PRACTITIONER-RESEACH AS DISSERTATION: EXPLORING THE CONTINUITIES BETWEEN PRACTICE AND RESEARCH IN A COMMUNITY COLLEGE ESL CLASSROOM Jain, Rashi. - 2013 BASE Show details 7 PROSPECTIVE ELEMENTARY TEACHERS' LEARNING TO EDUCATE ENGLISH LEARNERS IN A TEACHER EDUCATION PROGRAM: A CASE STUDY Daniel, Shannon Mary. - 2012 BASE Show details 8 Double Jeopardy: An Analysis of the Reading Data of 8th Grade English Language Learners in Special Education Terrell Shockley, Ebony Demetria. - 2012 BASE Show details 9 A Quest to Prepare All English Language Teachers for Diverse Teaching Settings: If Not Us, Who? If Not Now, When? Selvi, Ali Fuad. - 2012 BASE Show details 10 THE RELATIONSHIPS BETWEEN TEACHER VARIABLES AND OUTCOMES FOR LANGUAGE MINORITY LEARNERS IN GRADES 3-5 ON MEASURES OF VOCABULARY KNOWLEDGE AND READING COMPREHENSION Gray, Jennifer Letcher. - 2012 BASE Show details 11 SURVIVING AND THRIVING: A NARRATIVE INQUIRY INTO THE LIVES OF FIVE FILIPINA TEACHERS IN A U.S. URBAN SCHOOL DISTRICT Nones-Austria, Maria Dolores. - 2011 BASE Show details 12 ACADEMIC SPOKEN ENGLISH STRATEGY USE OF NON-NATIVE ENGLISH SPEAKING GRADUATE STUDENTS Ma, Rui. - 2011 BASE Show details 13 HOW L2 LEGAL WRITERS USE STRATEGIES FOR SCHOLARLY WRITING: A MIXED METHODS STUDY Bain Butler, Donna Patricia. - 2010 BASE Show details 14 Validating a Theory-based Model of L2 Reading Comprehension: Relative contributions of content-specific schematic knowledge and L2 vocabulary knowledge to comprehending a science text Oh, Eunjou. - 2010 BASE Show details 15 The Effects of Metaphor and Blending Theory-Centered Instruction on Secondary English Students' Ability to Analyze Shakespearean Sonnets McHugh, Thomas Edward. - 2009 BASE Show details 16 Language learning strategies in relation to attitudes, motivations, and learner beliefs: Investigating learner variables in the context of English as a foreign language in China Yin, Chengbin. - 2008 BASE Show details 17 Metaphor Instruction in One English Teacher's Classroom: His Understandings, Instructional Practices, and Attitudes Schugar, Jordan T.. - 2008 BASE Show details 18 Strategy Awareness-Raising for Success: Reading Strategy Instruction in the EFL Context Lee, Kyoung Rang. - 2007 BASE Show details 19 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 20 The Use of ICT in Learning English as an International Language Jung, Sei-Hwa. - 2006 BASE Show details Page: 1 2

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