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Hits 101 – 120 of 2.177

101	Éveil aux langues per alunni della scuola primaria: il progetto Musiche dal mondo del CLA-UniTO
	Irene Bonatti
	In: Linguae &. Rivista di Lingue e Culture Moderne, Vol 18, Iss 1, Pp 83-99 (2019) (2019)
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102	From grammar to reading: a study on referential dependencies
	Batalha, Joana
	In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 (2019)
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103	Phonological awareness in elementary school students with low versus normal vision: a comparative study
	Mayla Myrina Bianchim Monteiro; Maria Elisabete Rodrigues Freire Gasparetto
	In: Revista CEFAC, Vol 21, Iss 4 (2019) (2019)
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104	MORPHOLOGICAL AWARENESS AND ITS CORRELATION WITH EFL READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS
	Zulfadli A. Aziz; Bukhari Daud; Randila Tiayu Ismar
	In: TEFLIN Journal, Vol 30, Iss 1, Pp 121-136 (2019) (2019)
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105	Adquisición de rasgos gramaticales del español por hablantes adultos de ruso: identificando las áreas de dificultad dentro de una instrucción gramatical explícita : = Acquisition of Spanish grammatical features by adult speakers of Russian: identifying areas of difficulty within an explicit grammatical instruction
	Batiukova, Olga
	In: Estudios de lingüística. - Alicante 32 (2018), 33-71
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106	Étudier des numérations orales en classe : quels savoirs mathématiques et langagiers ?
	Poisard, Caroline; Kervran, Martine; Surget, Elodie...
	In: Au fil des maths ; https://hal.archives-ouvertes.fr/hal-01870517 ; Au fil des maths, APMEP, 2018 (2018)
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107	1997-2017: Twenty Years of Innovation and Research about Awakening to Languages - Evlang Heritage
	Candelier, Michel; Kervran, Martine
	In: ISSN: 2379-7363 ; International Journal of Bias, Identity and Diversities in Education ; https://hal.archives-ouvertes.fr/hal-02428000 ; International Journal of Bias, Identity and Diversities in Education, 2018, 3 (1), pp.10-21. ⟨10.4018/IJBIDE.2018010102⟩ (2018)
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108	Coming from different directions: A comparison of the eye movements of English L1 and Arabic L1 speakers reading in English and the implementation of an intensive reading intervention programme ...
	Oakley, Joan. - : Publisher unspecified, 2018
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109	Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
	Carson, Karyn; Bayetto, Anne
	In: Australian Journal of Teacher Education (2018)
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110	Linguistic Diversity as Resource: A Multilevel Approach to Building Awareness in First-Year Writing Programs (and Beyond)
	Lovejoy, Kim Brian; Fox, Steve; Weeden, Scott
	In: Author (2018)
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111	Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
	Wendy Gonzales; Marie Tejero Hughes
	In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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112	"Try not to cry" - Memes, Männlichkeit und Emotionen: zur Entstehung von Affektstrukturen in digitalen Bildpraktiken
	Oswald, Sascha
	In: kommunikation @ gesellschaft ; 19 ; 29 ; Originalität und Viralität von (Internet-)Memes (2018)
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113	Language, culture and interculturality through narratives with learners of Spanish as a foreign language
	Rodrigo-Mateu, Amparo. - 2018
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114	Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
	Snowling, M; Lervag, A; Nash, HM. - 2018
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115	Variação linguística e ensino de português, língua não materna: o caso dos pronomes átonos
	Costa, Ana Luísa. - : Insttuto Politécnico de Setúbal, Escola Superior de Educação, 2018
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116	Metaphorical competence in multilingual context of language acquisition and learning
	Batoréo, Hanna. - : De Gruyter. Sciendo, 2018
	Abstract: It has been defended since Gibbs (1994) that in proper contexts people mostly use the metaphorical asset of a message rather than its literal meaning, which means that in a proper communicative context we express ourselves metaphorically and that metaphors are features of communicative interaction. In the present paper we discuss the notion of metaphorical competence (Aleshtar & Dowlatabadi 2014: 1895) in the process of multilingual acquisition and learning. This competence goes beyond other competences, such as communicative or linguistic, a speaker has to master when (s)he wants to speak a new non-native language. Thus, the importance of metaphorical competence implies that a speaker should not only be linguistically and communicatively appropriate but also conceptually appropriate. Based on previous studies by Sinha and Jansen (2004), Kövecses (2005), Palmer & Sharifian (2007), Gibbs & Colston (2012) and Sharifian (2015), among others, we defend that research in the area should be centred not exclusively on Language but on interaction in a triangle Cognition – Language – Culture. This interaction is embodied, which means the way we conceptualise the world is based on body and bodily experience mediated by culture, giving origin to physiological and/or cultural embodiment. In this study we present research from different language backgrounds both from occidental cultures (giving examples from European Portuguese, English and Polish) and oriental ones (Mandarin Chinese). We centre our analysis on conceptualization of emotions (for instance, manifested in the case of emotional expression of feeling hungry) and moral values (such as courage). This implies both physiological and cultural embodiment, giving evidence of differences that can be observed in mapping of different organs – such as heart or gallbladder – in different cultures into different emotions and values (cf. Yu 2003, 2007, 2009; Batoréo 2017a, b & c). We defend that in a multilingual context conceptual appropriateness in metaphorical competence and metaphor awareness play a fundamental role in the acquisition of figurative language (cf. Doiz & Elizari 2013). Figurative language is understood to be (at least, partially) motivated, and thus object of (partially) insightful learning (cf. Boers 2001, Boers et al. 2004, 2007). ; FCT, no âmbito da investigação desenvolvida no CLUNL - Centro de Linguística da Universidade Nova de Lisboa ; info:eu-repo/semantics/publishedVersion
	Keyword: Chinese; Cognitive linguistics; conceptual appropriateness; Cultural linguistics; Embodiment (physiological and cultural) figurative language; English; Figurative language; Language acquisition and learning; metaphor awareness; Metaphorical competence; multilingual context; PL2); Polish; Português Língua Não Materna - PLNM /Portuguese as a non-native languiage (PLE; Portuguese
	URL: https://doi.org/10.2478/plc-2018-0024 http://hdl.handle.net/10400.2/9334
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117	Teacher Attitudes to Language in University Bilingual Education ; Actitudes de los docentes hacia el papel de la lengua en la educación bilingüe en la universidad
	Rubio Cuenca, Francisco; Moore, Pat. - : Universidad de Granada, 2018
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118	Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años ; Favoring skills of learning to read in 5 and 6 years students
	Gutiérrez-Fresneda, Raúl. - : Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje, 2018
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119	Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
	Pang, E; Zhang, D; Koda, K. - : Wiley for United Kingdom Literacy Association, 2018
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120	Distinguishing cause from effect - many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience
	Petersson, Karl Magnus; Lachmann, Thomas; Reis, Alexandra. - : Routledge Journals, Taylor & Francis Ltd, 2018
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