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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...6 7 8 9 10 11 12 13 14...493 Hits 181 – 200 of 9.857 181 The impact of metaphor in people's perception and attitudes towards lockdown measures ... Pérez-Sobrino, Paula. - : Open Science Framework, 2021 BASE Show details 182 "May vs. Might" - How do Turkish speakers of English differ from native English speakers in terms of how they perceive the possibility and certainty of sentences? ... Genç, Elif. - : Open Science Framework, 2021 BASE Show details 183 Reading Anxiety Level and Performance on IELTS Reading Comprehension ... Mammadli, Mushgunaz. - : Open Science Framework, 2021 BASE Show details 184 Supplementary Materials and Data Vocal Stress Diary Study ... Langer, Markus. - : Open Science Framework, 2021 BASE Show details 185 Science communication: Does linguistic complexity of vaccination information affect vaccination willingness? (German sample) ... Schnepf, Julia. - : Open Science Framework, 2021 BASE Show details 186 Labels and Concepts - Addendum 8/10/21 ... Duan, Isabella. - : Open Science Framework, 2021 BASE Show details 187 Pseudo-compliance or Convergence? Content teachers work together to learn about language. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 188 Pseudo-compliance or Convergence? Content teachers work together to learn about language. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 189 Gleeson, M.E. (2021) Teaching content or teaching language? The dilemma facing subject teachers. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 190 Pseudo-compliance or Convergence? Content teachers work together to learn about language. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 191 Gleeson, M.E. (2021) Teaching content or teaching language? The dilemma facing subject teachers. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 192 Supporting data for “Chinese University English Majors' Foreign Language Anxiety: Its Component Elements, Variation across Classroom and Online Learning Settings, and Relations to Motivation” ... Zhang, Shuting. - : HKU Data Repository, 2021 BASE Show details 193 Supporting data for “Chinese University English Majors' Foreign Language Anxiety: Its Component Elements, Variation across Classroom and Online Learning Settings, and Relations to Motivation” ... Zhang, Shuting. - : HKU Data Repository, 2021 BASE Show details 194 Pseudo-compliance or Convergence? Content teachers work together to learn about language. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 195 The Role of Prior Knowledge in Promoting Higher-Order Thinking Skills in Japanese as a Foreign Language ... Tsai, Aurora. - : Carnegie Mellon University, 2021 Abstract: This study investigates the role of prior knowledge in supporting Japanese foreign language (FL) learners’ L2 higher order thinking skills. Scholars recognize prior knowledge integration as the critical stage where learning occurs (Anderson et al., 2001; Britton, 1994; Kintsch, 1988, 1998), and consider it an untapped resource in the FL classroom (Bernhardt, 2005; Hulstijn, 2011; Koda & Yamashita, 2018). To this end, Koda & Yamashita (2018) developed the reading to learn framework, which entails the extraction of text information, integration of relevant priorknowledge with text content, and refinement of knowledge. Employing this framework, this study investigates the role of prior knowledge in promoting FL learners’ reading to learn skills. Sixty-six Japanese as a foreign language learners took two versions of a reading to learn test, where they read about societal issues in Japan. One version provided scaffolding to help learners integrate relevant prior knowledge with the text, while the other ... Keyword: 200401 Applied Linguistics and Educational Linguistics; FOS Languages and literature URL: https://kilthub.cmu.edu/articles/thesis/The_Role_of_Prior_Knowledge_in_Promoting_Higher-Order_Thinking_Skills_in_Japanese_as_a_Foreign_Language/15060843 https://dx.doi.org/10.1184/r1/15060843 BASE Hide details 196 The Role of Prior Knowledge in Promoting Higher-Order Thinking Skills in Japanese as a Foreign Language ... Tsai, Aurora. - : Carnegie Mellon University, 2021 BASE Show details 197 Text-Linguistic Analysis in Forensic Authorship Attribution ... Fobbe, Eilika. - : International Language and Law Association (ILLA), 2021 BASE Show details 198 #MeToo, Discursive Injustice, and Shifting Social Norms: A Linguistic Case Study of Commonwealth v. William Henry Cosby Jr. ... Izes, Amanda. - : International Language and Law Association (ILLA), 2021 BASE Show details 199 Did Samuel Bronston Commit Perjury? A Study in Discourse Semantics ... López, Luis. - : International Language and Law Association (ILLA), 2021 BASE Show details 200 Music, Our Human Superpower Lems, Kristin In: Faculty Publications (2021) BASE Show details Page: 1...6 7 8 9 10 11 12 13 14...493

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