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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
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In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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Phonological processing skills and their longitudinal relation to first and additional language literacy in isiXhosa and isiZulu speaking children ...
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La conscience translinguistique des futurs enseignants de français de la Saskatchewan : le cas des déterminants possessifs
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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Cooking verbs and metaphor Contrastive study of Greek and French ...
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К вопросу о роли и содержании контрастивно-интегрирующей компетенции переводчика
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ЕМЕЛЬЯНОВА ЯНА БОРИСОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Южно-Уральский государственный гуманитарно-педагогический университет», 2015
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Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies
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The Relationship between Language and Reading in Bilingual English-Arabic Children
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In: Early Childhood and Elementary Education Dissertations (2010)
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‘Dearest beloved one, I need your assistance’: The rhetoric of spam mail
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‘Dearest beloved one, I need your assistance’: The rhetoric of spam mail
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Reading Development and Dyslexia
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2010)
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The effects of learning to spell on children's awareness of morphology
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2006)
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Abstract:
Because the spelling of many words in the English language (and in many other languages as well) depends on their morphemic structure, children have to have some knowledge about morphemes in order to learn to read and write. This raises the possibility that children gain much of their explicit knowledge about morphemes as a direct result of learning to read and to spell. We report two large-scale longitudinal studies that support the idea of this kind of causal connection. In the first study children's success in spelling the inflexion at the end of regular past verbs predicted their performance in two morphological awareness tasks a year later. In the second study the children's consistency in spelling morphemes predicted their ability to define new words on the basis of their morphemic structure. We conclude that the experience of learning to read and write does affect people's knowledge of morphemes, and we argue that the causal relationship between morphemic knowledge and reading and writing is probably a two-way one. © Springer 2006.
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Keyword:
cross-linguistic comparisons; linguistic awareness; morphology; phonology; spelling
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URL: https://doi.org/10.1007/s11145-006-9025-y
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