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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 2 3 4 5 6 7 8 9...86 Hits 81 – 100 of 1.709 81 Critical designing with communities: the case of a housing rights campaign in Leith, Edinburgh Ryu, Sang Won. - : The University of Edinburgh, 2021 BASE Show details 82 Accounting comparability and managers’ discretionary disclosures over conference calls Park, Jung Eun; Wang, Yiding; Wei, Sijing. - 2021 BASE Show details 83 CATCH-EyoU. Representations of the EU and Youth Active Citizenship in Educational Contexts. Focus Groups with Italian Students. EXTRACT. Perceived School Characteristics Fostering Civic Engagement Menezes, Isabel; Cicognani, Elvira. - : University of Bologna, 2021 BASE Show details 84 CATCH-EyoU. Processes in Youth’s Construction of Active EU Citizenship. WP9_Italy_mixedmethod evaluation Albanesi, Cinzia; Cicognani, Elvira; Amnå, Erik. - : University of Bologna, 2021 BASE Show details 85 ¿Las clases léxicas y gramaticales de los hablantes tardíos podrían predecir a los futuros niños con TEL? Auza Benavides, Alejandra; Murata, Chiharu. - : Universidad de Castilla-La Mancha: Colegio Oficial de Logopedas de Castilla-La Mancha, 2021. : Universidad Complutense de Madrid: Facultad de Psicología, 2021 BASE Show details 86 Questions and answers in CLIL lessons Sommerauer, Veronika. - 2021 Abstract: Das Unterrichtsprinzip CLIL hat aufgrund seines dualen Fokus auf Sprache und facheinschlägigem Inhalt als auch wegen seiner holistischen Herangehensweise an das Lernen an sich an Wichtigkeit für das Lehren von Englisch als Fremdsprache gewonnen. Eines seiner zugrundeliegenden Prinzipien ist die kognitive Beteiligung der SchülerInnen in der Ko-konstruktion von Wissen. Dalton-Puffers Konstrukt der Kognitive Diskursfunktionen (KDFs) hat maßgeblich zu dem Einbeziehen verschiedener kognitiver Prozesse in CLIL-Stunden beigetragen. Da diese Prozesse oftmals von Lehrerfragen hervorgerufen werden, lag der Fokus dieser Arbeit auf dem Erstellen einer korrelativen Verbindung zwischen Fragefunktionen und KDFs in den Antworten der SchülerInnen. Zu diesem Zweck wurden drei gefilmte CLIL-Stunden transkribiert und analysiert. Abgesehen von Fragefunktionen und KDFs wurde auch die Komplexität der SchülerInnenantworten in Betracht gezogen. Die Resultate zeigten, dass es tatsächlich eine Korrelation zwischen verschiedenen Fragetypen und bestimmten KDFs gibt. Des Weiteren wurde, basierend auf der Komplexität der Antworten, außerdem eine Einstufung der KDFs vorgeschlagen, welche LehrerInnen dabei helfen soll, die Äußerungen seitens der SchülerInnen zu maximieren und ein tieferes Verständnis von sowohl fachspezifischem Inhalt als auch der Fremdsprache zu fördern. ; Content and Language Integrated Learning (CLIL) has gained increasing importance for teaching English as a Foreign Language due to its dual focus on language and subject-specific content as well as its holistic approach to learning. One of its underlying principles is its emphasis on students’ cognitive involvement in the co-construction of knowledge. Dalton-Puffer’s construct of Cognitive Discourse Functions (CDFs) has contributed to the incorporation of various cognitive processes in CLIL classroom discourse. As these processes are often elicited by teacher questions, the current paper sought to devise a correlation between different question functions and CDFs in student responses. For this purpose, three recorded CLIL lessons were transcribed and analysed. Apart from question functions and CDFs, the complexity of student answers was also taken into consideration. It was found that the different questions types can indeed be correlated with certain CDFs. Furthermore, this study also suggests a ranking of CDF types based on the complexity of student answers which could help teachers maximise student output and encourage a deeper understanding of subject-specific content and the target language. Keyword: 17.30 Psycholinguistik: Allgemeines; 17.41 Sprachdidaktik; 17.43 Zweitsprachenerwerb; 18.04 Englische Sprache; CLIL / Fragefunktionen / Kognitive Diskursfunktionen / Komplexität von SchülerInnenantworten; CLIL / question functions / Cognitive Discourse Functions / complexity of student responses URL: http://othes.univie.ac.at/65335/ BASE Hide details 87 Regard complexe sur la traduction comme réécriture de textes infinis Canalès, Audrey. - 2021 BASE Show details 88 Coping with Complexity: Characterizing High and Low Learning During On-Line Acquisition of a Seminatural Micro Language Konyn, Amy. - : University of Oregon, 2021 BASE Show details 89 Usos de porque en el habla infantil: Implicaciones del desarrollo de la complejidad sintáctica ; Uses of porque in child language: implications of the development of syntactic complexity Enríquez Martínez, Iván. - : Edicions i Publicacions de la Universitat de Lleida, 2021 BASE Show details 90 Identity and linguistic acculturation expectations. The attitudes of Western Catalan high-school students towards Moroccans and Romanians Sáenz Hernández, Isabel; Lapresta Rey, Cecilio; Ianos, Maria Adelina. - : Elsevier, 2021 BASE Show details 91 Une approche computationnelle de la complexité linguistique par le traitement automatique du langage naturel et l'oculométrie Loignon, Guillaume. - 2021 BASE Show details 92 Multiple Wh-Movement is not Special: The Subregular Complexity of Persistent Features in Minimalist Grammars Graf, Thomas; Kostyszyn, Kalina In: Proceedings of the Society for Computation in Linguistics (2021) BASE Show details 93 Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity Mohammadreza Valizadeh; Fatemeh Soltanpour In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 132-150 (2021) (2021) BASE Show details 94 The effect of using the native language as a pedagogic intervention on iranian EFL learners’ complexity of english oral productions Sadegh Zare Bidoki, Mohammad; Alimoradi, Zahra In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 83-99 (2021) BASE Show details 95 Complexity in economic and social systems Drożdż, Stanisław; Kwapień, Jarosław; Oświęcimka, Paweł. - : Basel: MDPI, 2021 BASE Show details 96 Narratives in economics Roos, Michael W. M.; Reccius, Matthias. - : Essen: RWI - Leibniz-Institut für Wirtschaftsforschung, 2021 BASE Show details 97 Behavioural economics, what have we missed? Exploring "classical" behavioural economics roots in AI, cognitive psychology, and complexity theory Bickley, Steve J.; Torgler, Benno. - : Zürich: Center for Research in Economics, Management and the Arts (CREMA), 2021 BASE Show details 98 Peer Interaction in the L2 Classroom: A Study among Malaysian ESL Learners Larisa Nikitina; Siak Bie Soh; Shu Sim Tam In: Issues in Language Studies, Vol 10, Iss 1 (2021) (2021) BASE Show details 99 From the degree of difficulty to a continuum of complexity: textual analysis of items of the Enem ; Do grau de dificuldade para um contínuo de complexidade: análise textual de itens do Enem Pinheiro, Clemilton Lopes; Conceição, Jailson Almeida In: Revista Horizontes de Linguistica Aplicada; Vol. 20 No. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; AG4 ; Revista Horizontes de Linguistica Aplicada; v. 20 n. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; AG4 ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v20i1 (2021) BASE Show details 100 Scaffolding language development in immersion and dual language classrooms Tedick, Diane J.; Lyster, Roy. - New York : Routledge, 2020 BLLDB UB Frankfurt Linguistik Show details Page: 1 2 3 4 5 6 7 8 9...86

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