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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 28 S. - (MEZ Arbeitspapiere; 10) (2021)
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 23 S. - (MEZ Arbeitspapiere; 10) (2021)
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
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Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch ...
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Identifying the impact of word characteristics on vocabulary development in typically developing bilingual school-age children
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Cognitive and environmental predictors of academic skills in French middle school students ; Prédicteurs cognitifs et environnementaux des apprentissages scolaires chez les élèves de collège en France
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In: https://tel.archives-ouvertes.fr/tel-03375054 ; Psychology. Sorbonne Université, 2020. English. ⟨NNT : 2020SORUS240⟩ (2020)
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Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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Bildungsforschung mit Daten der amtlichen Statistik
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In: Münster ; New York : Waxmann 2019, 267 S. - (Die Deutsche Schule, Beiheft; 14) (2019)
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Communication Recovery Following Severe Traumatic Brain Injury: Examining the First Year
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Elbourn, Elise. - : The University of Sydney, 2018. : Faculty of Health Sciences, 2018
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Indikation, Konzeption und Untersuchungsdesign des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)
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In: Hamburg : Universität Hamburg 2017, 26 S. - (MEZ Arbeitspapiere; 1) (2017)
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Indikation, Konzeption und Untersuchungsdesign des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ) ...
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NEPS technical report for science: Scaling results of starting cohort 3 in 6th grade
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In: Bamberg : Leibniz Institute for Educational Trajectories 2016, 28 S. - (NEPS Survey Paper; 5) (2016)
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NEPS technical report for science: Scaling results of starting cohort 4 in 11th grade
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Hahn, Inga; Kähler, Jana. - : Leibniz Institute for Educational Trajectories, National Educational Panel Study, 2016. : Bamberg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Bamberg : Leibniz Institute for Educational Trajectories, National Educational Panel Study 2016, 27 S. - (NEPS Survey Paper; 6) (2016)
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| 14 |
The Development of Formulaic Sequences: A Longitudinal Learner Corpus Investigation
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Abstract:
Thesis (Ph.D.), Washington State University ; This study investigated the utilization of 3- and 4- word sequences in a longitudinal learner corpus composed of yearlong written data from 33 adult English Language Learners (ELLs). The corpus analysis included two phases; a Group Analysis, which was a quasi-longitudinal design allowed for observing collective trends in the use of language formulas by cohorts across three trimesters; and an Individual Analysis, which was a true longitudinal design that focused on the use of formulaic language by the same five individual participants across three trimesters. Following a frequency approach, frequent sequences were extracted from the three trimesters, classified into structural and functional categories, and compared to frequent formulas found in written and spoken corpora of native English speakers (NESs). The Individual Analysis included identifying unique sequences used recurrently by individual learners across the three trimesters. Both analyses yielded similar findings in terms of frequency, type, structure, and functions of frequent formulas used by the learners across the three trimesters. The longitudinal learner corpus was highly influenced by spoken register, which was reflected in the heavy use of spoken-like formulas. This phenomenon was attributed to the impact of frequency and saliency of such formulas in the input. Formulaic sequences were used frequently starting at early levels of language development; nonetheless, the formulas were invariant in type and length. By Trimester 3, the analyses revealed some formulaic sequences that resembled frequent formulas in the NES written corpus, which suggested a gradual move from using spoken-like formulas to written ones. The analysis of unique sequences resulted into themes that mirrored ELLs’ concerns, interests, and attitudes at the three trimesters, which provided a glimpse into ELLs’ developing identity in second language (L2). Finally, the dissertation presented pedagogical recommendations related to the use of corpora to support the teaching and learning of academic formulaic language and suggested directions for future research on formulaic sequences. This study can be useful to researchers in the field of second language acquisition (SLA) and teachers of English as a second language (ESL) because it offers interpretations on how ELLs utilize multiword combinations across time including unique ones. ; Language and Literacy Education, Washington State University
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Keyword:
English as a second language; formulaic sequences; L2 writing; Language; learner corpus analysis; Linguistics; longitudinal design; quasi longitudinal design; second language acquisition SLA
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URL: http://hdl.handle.net/2376/6248
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| 15 |
Living successfully with aphasia during the first year post stroke
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Grohn, Brooke. - : The University of Queensland, School of Health & Rehabilitation Sciences, 2013
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Bill Gates, Kesha und Tom im Siegerland. Kinder und ihre Lernbiografien – Beiträge aus dem Projekt LISA&KO
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Wagener, Anna Lena Hrsg.. - : Universität, Arbeitsgruppe Primar- und Sekundarstufe, 2012. : Siegen, 2012. : pedocs-Dokumentenserver/DIPF, 2012
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In: Siegen : Universität, Arbeitsgruppe Primar- und Sekundarstufe 2012, 265 S. (2012)
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| 17 |
The Effect of Social Skills on Academic Achievement of Linguistically Diverse Elementary Students: Concurrent and Longitudinal Analysis
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| 18 |
Was ist ein gutes Zeugnis? Noten und verbale Beurteilungen auf dem Prüfstand
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In: Weinheim ; München : Juventa Verlag 2002, 159 S. - (Juventa-Materialien) (2002)
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