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The Relationship Between Reading in L2 (English) as the First Foreign Language and L3 (Arabic) as the Second Foreign Language: Which Model: Total Separation, Total Integration, or Interconnection?
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In: http://bibliotecavirtualut.suagm.edu/Glossa2/Journal/jun2007/The_Relation_between_Reading.pdf
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| 22 |
Context based meaning extraction by means of markov logic
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In: http://www.cs.bham.ac.uk/~isb855/papers/2010 - Meaning Extraction - IJCTE 2(1).pdf
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| 23 |
Assessing ESL Students ’ Awareness and Application of Metacognitive Strategies in Comprehending Academic Materials
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| 24 |
CONSCIOUS INVESTIGATION AND EWESTIGATIVE-ORIENTED LEARNING (IOL) IN LANGUAGE TEACHING
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In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_14.pdf
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| 25 |
Universidade Federal do Pampa – Rio Grande – Rio Grande do Sul – Brasil
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In: http://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/download/10590/7415/
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| 26 |
Online Plurilingual Interaction in the Development of Language Awareness
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In: http://galanet.eu/publication/fichiers/Sa+and+Melo_en.pdf
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| 27 |
Linguistic Proficiency and Strategies on Reading Performance in English
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In: http://www.e-iji.net/dosyalar/iji_2015_1_4.pdf
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| 28 |
Original Contribution CULTURAL STUDIES IN THE FRAMEWORK OF ENGLISH LANGUAGE TEACHING
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In: http://tru.uni-sz.bg/tsj/vol4n4_2006/arnaudova a.pdf
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| 29 |
EFL Learners Setting Foot on American Land for the First Time
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In: http://www.educ.utas.edu.au/users/tle/JOURNAL/issues/2008/26-4.pdf
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| 30 |
Awareness: Word Awareness in English and Japanese Users of Chinese as a Second Language
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In: http://www.bisal.bbk.ac.uk/publications/volume2/pdf/article1pdf/
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| 31 |
THE POETICS OF EVERYDAY LANGUAGE DR. GEOFF. HALL*
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In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_07.pdf
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Abstract:
There is a growing recognition on the part of linguists that everyday 'ordi-nary ' language is shot through with supposed poeticisms-metaphor, idiom and other varieties of non-literal language and language use. Gibbs (1994) has even questioned the usefulness of a literal- non-literal language divide, while Cárter and Nash (1990) propose a more modest cline of literariness, from tech-nical writing through ordinary conversations to advertising and on to literary text. In this view, possibly the only linguistic or formal feature differentiating literary language from more everyday uses is the tolerance of literature for almost all varieties and registers where non-literary texts are more conserva-tive. The implications for the learner of a language are clear: if you really want to learn a range of language, you will need to engage with its 'literariness'. In the light of such a position, this paper proposes and illustrates a 'poet-ic wager ' (after Gibbs's 1994 'cognitive wager'), that is, that language is best understood not in a Saussurean mould as arbitrary and unmotivated, but as
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Keyword:
cul; everyday language; language awareness; Poetics-linguistic creativity
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.452.9849
http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_07.pdf
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| 32 |
Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment
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In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias
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