| 1 |
Λογισμικό προσδιορισμού επιπέδου γλωσσομάθειας και μέτρησης δυσκολίας τεστ γλωσσομάθειας ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Pausas em uma tarefa de tradução e percepção do nível de Dificuldade da Tarefa de Tradução
|
|
|
|
In: Domínios de Lingu@gem, Vol 13, Iss 2, Pp 690-711 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1
|
|
|
|
In: ELT Forum: Journal of English Language Teaching, Vol 8, Iss 1, Pp 60-77 (2019) (2019)
|
|
Abstract:
Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills.
|
|
Keyword:
comprehensible input; Education (General); extensive reading; foreign language reading motivation; input; L7-991; P1-1091; Philology. Linguistics; reading comprehension; text difficulty level
|
|
URL: https://doi.org/10.15294/elt.v8i1.30992
https://doaj.org/article/d021083cc26f4ed6b980b88415e0c1be
|
|
BASE
|
|
Hide details
|
|
|
| 4 |
Η Αναγνωσιμότητα των διδακτικών εγχειριδίων της νέας ελληνικής γλώσσας του γυμνασίου ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Effects of linguistic variations of word problems on the achievement in high stakes tests
|
|
|
|
In: CERME 10 ; https://hal.archives-ouvertes.fr/hal-01937143 ; CERME 10, Feb 2017, Dublin, Ireland (2017)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Effects of different text difficulty levels on EFL learners' foreign language anxiety and reading comprehension
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties
|
|
|
|
In: Zeitschrift für Psychologie 223 (2015) 2, S. 83-92 (2015)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten
|
|
|
|
In: Zeitschrift für Erziehungswissenschaft 18 (2015) 3, S. 513-526 (2015)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Changes In Beliefs About Language Learning and Teaching by Foreign Language Teachers In an Applied Linguistics Course
|
|
|
|
In: Faculty Publications (2015)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Inci Dirim / Paul Mecheril (Hrsg.): Migration und Bildung. Soziologische und erziehungswissenschaftliche Schlaglichter. Münster u.a.: Waxmann 2009 (292 S.) [.] [Sammelrezension]
|
|
|
|
In: Erziehungswissenschaftliche Revue (EWR) 9 (2010) 5 (2010)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Sprachbewusstheit
|
|
|
|
In: Beck, Bärbel [Hrsg.]; Klieme, Eckhard [Hrsg.]: Sprachliche Kompetenzen. Konzepte und Messung. DESI-Studie (Deutsch Englisch Schülerleistung International). Weinheim u.a. : Beltz 2007, S. 147-157 (2007)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Lesen
|
|
|
|
In: Beck, Bärbel [Hrsg.]; Klieme, Eckhard [Hrsg.]: Sprachliche Kompetenzen. Konzepte und Messung. DESI-Studie (Deutsch Englisch Schülerleistung International). Weinheim u.a. : Beltz 2007, S. 107-117 (2007)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Leseverstehen
|
|
|
|
In: Beck, Bärbel [Hrsg.]; Klieme, Eckhard [Hrsg.]: Sprachliche Kompetenzen. Konzepte und Messung. DESI-Studie (Deutsch Englisch Schülerleistung International). Weinheim u.a. : Beltz 2007, S. 197-211 (2007)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Sprechen
|
|
|
|
In: Beck, Bärbel [Hrsg.]; Klieme, Eckhard [Hrsg.]: Sprachliche Kompetenzen. Konzepte und Messung. DESI-Studie (Deutsch Englisch Schülerleistung International). Weinheim u.a. : Beltz 2007, S. 245-255 (2007)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Argumentation
|
|
|
|
In: Beck, Bärbel [Hrsg.]; Klieme, Eckhard [Hrsg.]: Sprachliche Kompetenzen. Konzepte und Messung. DESI-Studie (Deutsch Englisch Schülerleistung International). Weinheim u.a. : Beltz 2007, S. 118-129 (2007)
|
|
BASE
|
|
Show details
|
|
|
|
|
