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Flipping journals to open: Rethinking publishing infrastructure
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In: 251 ; RatSWD Working Paper Series ; 9 (2021)
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| 102 |
The Acquisition of English as a Second Language : v-raising Parameter Resetting by Spanish Native Speakers
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| 103 |
Traduzione didattica L1-L2 nel percorso formativo del traduttore: analisi di fenomeni di transfer sintattico come stimolo della competenza interlinguistica
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In: ISBN: 978-3-631-75782-6 ; Acquisizione e didattica dell'italiano: riflessioni linguistiche, nuovi apprendenti e uno sguardo al passato pp. 715-732 (2021)
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| 104 |
The L2 acquisition of the partitive pronoun 'en' in French by L1 speakers of German and the role of the L1
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In: ISBN: 9783110737295 ; Partitive Determiners, Partitive Pronouns and Partitive Case pp. 205-236 (2021)
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| 105 |
Modeling phones, keywords, topics and intents in spoken languages
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| 106 |
GPLSI team at CheckThat! 2021: Fine-tuning BETO and RoBERTa
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| 107 |
Atypical corpus-based tools to the rescue: How a writing generator can help translators adapt to the demands of the market
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| 108 |
Brain plasticity and musical training in infants. A systematic review ; Plasticidad cerebral y entrenamiento musical en niños. Una revisión sistemática.
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In: Electronic Journal of Music in Education; NÚM. 47 (2021): REVISTA ELECTRÓNICA DE LEEME; 39-60 ; Revista Electrónica de LEEME; NÚM. 47 (2021): REVISTA ELECTRÓNICA DE LEEME; 39-60 ; 1575-9563 (2021)
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| 109 |
Looking behind the Writing: The design and implementation of a framework to provide transitional support for the development of written articulacy at PG level – a University of Cambridge Case Study
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Abstract:
Writing at postgraduate level is far more than simply writing – it is a complex process of knowledge creation. Yet despite its importance within academia, there seems to exist what has been referred to as a ‘non-pedagogy of osmosis’ when it comes to supporting the development of written academic articulacy for the novice postgraduate writer. This is a tenuous pedagogy at best even for the L1 postgraduate, let alone for those for whom English is an additional language. In order to provide more effective support, a conceptual framework was devised that postulated 1) that such support needed to penetrate beyond the mere superficial linguistic layer and understand what is going on behind the writing; and 2) that, drawing on Kaplan’s theory of contrastive rhetoric, the key additional challenge for L2 postgraduates was not linguistic, but was rhetorical transfer, namely, the transfer of the argumentational paradigms of their L1 into English. Using the University’s criterion for work submitted for assessment, namely, that it be ‘clearly written’ as a starting point, this study seeks to answer the following question: What does ‘clearly written’ actually mean with respect to postgraduate writing and how can we support postgraduates to produce work that meets the criterion of ‘clearly written’? A two-phase explanatory mixed methods design was used, which enabled a triangulation of methods, data collection and analysis, thus providing a convergence of evidence that was designed to reinforce the strength and validity of the research findings. Phase One of the study sought to explore what the components of this complex process are and what the impact of rhetorical transfer is for L2 writers. Phase Two sought to provide the how by designing a pilot answer in the form of Practical Materials. The two key findings of this study are 1) the centrality of argument to ‘clearly written’, and 2) the pertinency of rhetorical transfer to explain some of the ancillary challenges L2 postgraduates may experience. ; The EdD was funded by my employer: the Language Centre, University of Cambridge.
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Keyword:
argument; contrastive rhetoric; rhetorical transfer; written articulacy
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URL: https://www.repository.cam.ac.uk/handle/1810/329456
https://doi.org/10.17863/CAM.76904
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| 110 |
Precisiones para una caracterización lingüística de la neología semántica ; Clarifications for a linguistic characterisation of semantic neology
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In: ELUA, 34, 2020, págs. 73-94 (2021)
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| 111 |
L’interferenza grammaticale della prima lingua sulla seconda: uno studio sul caso accusativo in russo L2
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| 112 |
Understanding Collective Reflection in Crowdsourcing for Innovation: A Semantic Network Approach
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| 113 |
Clasificación y explicación de errores relativos al sistema verbal cometidos por estudiantes lusófonos de ELE. Propuesta a partir de un corpus de aprendices de nivel A2
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| 114 |
Трансфер юридического знания в нарративное пространство художественного произведения ; Transfer of Legal Knowledge to the Narrative Space of a Work of Fiction
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| 115 |
Competenze lessicali in italiano L2: gli eventi di moto in testi narrativi
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Valentini, Ada (orcid:0000-0001-7280-0101). - : Firenze University Press, 2021. : country:IT, 2021. : place:Firenze, 2021
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| 116 |
Automatic Loanword Identification Using Tree Reconciliation
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| 117 |
Real-time New Zealand sign language translator using convolution neural network
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| 119 |
Alzheimer prediction from connected speech extracts : assessment of generalisation to new data
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| 120 |
Développement bilingue de la phonologie chez les enfants allophones d’âge préscolaire
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