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Hits 2.701 – 2.720 of 2.725
2701 |
Linguistic Proficiency and Strategies on Reading Performance in English
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In: http://www.e-iji.net/dosyalar/iji_2015_1_4.pdf
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2702 |
Original Contribution CULTURAL STUDIES IN THE FRAMEWORK OF ENGLISH LANGUAGE TEACHING
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In: http://tru.uni-sz.bg/tsj/vol4n4_2006/arnaudova a.pdf
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2703 |
EFL Learners Setting Foot on American Land for the First Time
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In: http://www.educ.utas.edu.au/users/tle/JOURNAL/issues/2008/26-4.pdf
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2704 |
Awareness: Word Awareness in English and Japanese Users of Chinese as a Second Language
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In: http://www.bisal.bbk.ac.uk/publications/volume2/pdf/article1pdf/
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2705 |
THE POETICS OF EVERYDAY LANGUAGE DR. GEOFF. HALL*
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In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_07.pdf
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Abstract:
There is a growing recognition on the part of linguists that everyday 'ordi-nary ' language is shot through with supposed poeticisms-metaphor, idiom and other varieties of non-literal language and language use. Gibbs (1994) has even questioned the usefulness of a literal- non-literal language divide, while Cárter and Nash (1990) propose a more modest cline of literariness, from tech-nical writing through ordinary conversations to advertising and on to literary text. In this view, possibly the only linguistic or formal feature differentiating literary language from more everyday uses is the tolerance of literature for almost all varieties and registers where non-literary texts are more conserva-tive. The implications for the learner of a language are clear: if you really want to learn a range of language, you will need to engage with its 'literariness'. In the light of such a position, this paper proposes and illustrates a 'poet-ic wager ' (after Gibbs's 1994 'cognitive wager'), that is, that language is best understood not in a Saussurean mould as arbitrary and unmotivated, but as
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Keyword:
cul; everyday language; language awareness; Poetics-linguistic creativity
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.452.9849 http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_07.pdf
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2706 |
Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment
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In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias
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2707 |
Spelling well despite developmental language disorder: what makes it possible?
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2708 |
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
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2709 |
Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
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2710 |
A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
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2711 |
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills.
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2712 |
The relationship of written and oral language in children ages nine, ten, eleven
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2713 |
Effect of lexical specificity on phonological retention and its implications for language comprehension
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2714 |
The relationship between static and dynamic measure of phonological awareness and measures of reading in children with speech-language disorders in early grades
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2715 |
Set and multilingual speech acquisition
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Arki, Irene. - : University of Alberta. Department of Educational Psychology.
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2716 |
A comparison of high and low grade four readers on their use of the logical connective because
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2717 |
The Role of Morphological Awareness in Bilingual Children's First and Second Language Vocabulary and Reading
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2718 |
The Effects of Morphological Awareness on Reading in Chinese and English Among Young Chinese Children: A Longitudinal Study
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2719 |
Development of English and French Literacy among Language Minority Children in French Immersion
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2720 |
Morphological awareness in German as a foreign language: the case of adjective + noun compounds
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