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Hits 181 – 200 of 183.536

181	Segmentation of Glottal Images from High-Speed Videoendoscopy Optimized by Synchronous Acoustic Recordings
	Bartosz Kopczynski; Ewa Niebudek-Bogusz; Wioletta Pietruszewska; Pawel Strumillo
	In: Sensors; Volume 22; Issue 5; Pages: 1751 (2022)
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182	Tearas Feollon: Tears and Weeping in Old English Literature
	Hugh Magennis
	In: Humanities; Volume 11; Issue 2; Pages: 54 (2022)
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183	Automatic Classification of Synthetic Voices for Voice Banking Using Objective Measures
	Agustin Alonso; Víctor García; Inma Hernaez; Eva Navas; Jon Sanchez
	In: Applied Sciences; Volume 12; Issue 5; Pages: 2473 (2022)
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184	Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency
	Guanglin Xu; Jungyin Kim
	In: Sustainability; Volume 14; Issue 8; Pages: 4659 (2022)
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185	Objects That Object, Subjects That Subvert: Agency in Exeter Book Riddle 5
	Jonathan Wilcox
	In: Humanities; Volume 11; Issue 2; Pages: 33 (2022)
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186	Comparing the Effectiveness of Speech and Physiological Features in Explaining Emotional Responses during Voice User Interface Interactions
	Danya Swoboda; Jared Boasen; Pierre-Majorique Léger; Romain Pourchon; Sylvain Sénécal
	In: Applied Sciences; Volume 12; Issue 3; Pages: 1269 (2022)
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187	English-Learning Motivation among Chinese Mature Learners: A Comparative Study of English and Non-English Majors
	Yu Sun; Timothy Teo; Tzu-Hua Wang
	In: Behavioral Sciences; Volume 12; Issue 5; Pages: 135 (2022)
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188	Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts
	Jungyin Kim
	In: Sustainability; Volume 14; Issue 3; Pages: 1372 (2022)
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189	Contribution of Vocal Tract and Glottal Source Spectral Cues in the Generation of Acted Happy and Aggressive Spanish Vowels
	Marc Freixes; Joan Claudi Socoró; Francesc Alías
	In: Applied Sciences; Volume 12; Issue 4; Pages: 2055 (2022)
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190	Examining English Ability-Grouping Practices by Aligning CEFR Levels with University-Level General English Courses in Taiwan
	Li-Tang Yu; Mei-Ching Chen; Chao-Wen Chiu; Chien-Che Hsu; Yun-Pi Yuan
	In: Sustainability; Volume 14; Issue 8; Pages: 4629 (2022)
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191	Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms
	Kaja Granum Skarpaas; Kari Anne Rødnes
	In: Languages; Volume 7; Issue 1; Pages: 55 (2022)
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192	The Emotion Probe: On the Universality of Cross-Linguistic and Cross-Gender Speech Emotion Recognition via Machine Learning
	Giovanni Costantini; Emilia Parada-Cabaleiro; Daniele Casali; Valerio Cesarini
	In: Sensors; Volume 22; Issue 7; Pages: 2461 (2022)
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193	Many Changes in Speech through Aging Are Actually a Consequence of Cognitive Changes
	Israel Martínez-Nicolás; Thide E. Llorente; Olga Ivanova; Francisco Martínez-Sánchez; Juan J. G. Meilán
	In: International Journal of Environmental Research and Public Health; Volume 19; Issue 4; Pages: 2137 (2022)
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194	University Students’ Attitudes towards English as a Lingua Franca in a Multilingual Sustainable Society
	Yuntao Zeng; Matthew P. Wallace; Chun-Wai Fan; Yawei Guo
	In: Sustainability; Volume 14; Issue 8; Pages: 4435 (2022)
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195	Stød Timing and Domain in Danish
	Jailyn M. Peña
	In: Languages; Volume 7; Issue 1; Pages: 50 (2022)
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196	Results and Strategies for a Diversity-Oriented Public Health Monitoring in Germany
	Carmen Koschollek; Katja Kajikhina; Susanne Bartig; Marie-Luise Zeisler; Patrick Schmich; Antje Gößwald; Alexander Rommel; Thomas Ziese; Claudia Hövener
	In: International Journal of Environmental Research and Public Health; Volume 19; Issue 2; Pages: 798 (2022)
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197	The Percentages of Cognitive Skills Deficits among Chinese Children with Developmental Dyslexia: A Systematic Review and Meta-Analysis
	Xin Li; Mingming Hu; Huadong Liang
	In: Brain Sciences; Volume 12; Issue 5; Pages: 548 (2022)
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198	Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
	Christine Möller-Omrani; Ann-Kristin H. Sivertsen
	In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
	Abstract: Internationally, multi-/plurilingualism has been defined as an important educational goal and plurilingual education as a right for all learners. The present study investigates the readiness of Norwegian pre-service teachers (N = 54) to lay the foundations for multilingualism and life-long language learning (LLLL) for all pupils in the elementary school English as a Foreign Language (EFL) classroom. For this purpose, we studied pre-service teachers’ conceptualization of multilingualism and their cognitions about laying the foundations for LLLL, using pluralistic approaches, and the importance of cross-linguistic awareness. The following data collection instruments were employed: (a) a survey with open- and closed-ended questions and (b) a short Likert scale survey with items based on the Framework of References for Pluralistic Approaches to Languages and Culture (FREPA). We found that the participants’ conceptualization of multilingualism reflected key dimensions in the field. The great majority of them had a positive view of the contribution that elementary school EFL teaching can make to multilingualism. The overwhelming majority were also positive about laying the foundations for LLLL and agreed that cross-linguistic awareness is important for pupils. However, almost one-third of the pre-service teachers were skeptical about pluralistic approaches to teaching.
	Keyword: cross-linguistic awareness; English as a Foreign Language; multi-/plurilingual education; multi-/plurilingualism; pluralistic approaches; pre-service teachers; teacher cognition
	URL: https://doi.org/10.3390/languages7020109
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199	Two Oral Exam Formats for Literary Analysis in the Tertiary English as a Foreign Language Seminar
	Anna Thyberg
	In: Languages; Volume 7; Issue 2; Pages: 76 (2022)
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200	Preposition Stranding in Spanish–English Code-Switching
	Bryan Koronkiewicz
	In: Languages; Volume 7; Issue 1; Pages: 45 (2022)
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