21 |
Use of a Graphic Organiser as a Pedagogical Instrument for the Sustainable Development of EFL Learners’ English Reading Comprehension
|
|
|
|
In: Sustainability; Volume 13; Issue 24; Pages: 13748 (2021)
|
|
BASE
|
|
Show details
|
|
22 |
Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years
|
|
|
|
In: International Journal of Environmental Research and Public Health ; Volume 18 ; Issue 21 (2021)
|
|
BASE
|
|
Show details
|
|
23 |
Sensitivity towards Thematic and Taxomic Relatedness Throughout Childhood: When does the Thematic Preference subside? ...
|
|
|
|
BASE
|
|
Show details
|
|
24 |
A Morphological Awareness-based Intervention for Struggling Readers
|
|
|
|
BASE
|
|
Show details
|
|
25 |
International assessment of low reading proficiency in the adult population: A question of components or lower rungs?
|
|
|
|
In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Special issue on Literacy and numeracy: Global and comparative perspectives (2021)
|
|
BASE
|
|
Show details
|
|
26 |
El desarrollo de las habilidades narrativas en niños: una revisión sistemática de la literatura
|
|
|
|
BASE
|
|
Show details
|
|
27 |
Online extensive reading in an EFL context: Investigating reading fluency and perceptions
|
|
Bui, Tuan; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
|
|
BASE
|
|
Show details
|
|
28 |
Understanding How Fourth-Grade Readers Monitor for, Identify, Clarify and Justify Unknown Words and Phrases
|
|
|
|
BASE
|
|
Show details
|
|
29 |
BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
|
|
|
|
BASE
|
|
Show details
|
|
30 |
L2 reading and vocabulary development as a result of a Study Abroad experience
|
|
|
|
In: TDX (Tesis Doctorals en Xarxa) (2021)
|
|
BASE
|
|
Show details
|
|
31 |
Morphological Awareness Instruction for ESL Students’ Vocabulary Development and Reading Comprehension
|
|
|
|
In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 1, Pp 41-51 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
32 |
A study of the differences among EFL/ESL methods for reading Comprehension and language awareness
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 9-24 (2021)
|
|
Abstract:
The present paper reports on the effectiveness of the Grammar-Translation Method, Communicative Language Teaching and Content and Language Integrated Learning upon reading comprehension and language awareness. The study recruited a convenience sample of 164 Spanish students from a rural area in southern Spain who randomly received these three ESL/EFL methods. The research was focused on two hypotheses. Firstly, L2 reading learning is more effective from CLT and CLIL than GTM. Secondly, CLT and CLIL demand more contextual learning. Results showed CLT method offered more similar results among the reading comprehension tasks (p<.01). However, from a descriptive study, GTM obtained the best performance globally. In all three methods, scores were weakest for pragmatic awareness. However, the interaction between reading comprehension and language awareness suggested that the intervention was more supportive for CLT. Also, significant intra-gender differences according to the learning methodology were found. Study limitations and future research recommendations also were discussed. ; Este artículo aborda la efectividad de los métodos Gramática-Traducción, Enseñanza Comunicativa de la Lengua y Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE) en relación con la comprensión lectora en lengua extranjera y conciencia lingüística. En el estudio participaron 164 alumnos de una zona rural del sur de España. La investigación se centró en dos hipótesis. Primero, el aprendizaje de la lectura en L2 es más efectivo con métodos como Enseñanza Comunicativa de la Lengua y AICLE, a pesar de ser una habilidad visual especialmente estimulada por los métodos de Gramática-Traducción. Segundo, los métodos Enseñanza Comunicativa de la Lengua y AICLE demandan mayor aprendizaje contextual, por tanto estos métodos enfatizan la conciencia pragmática. Los resultados mostraron que el método Enseñanza Comunicativa de la Lengua ofreció resultados similares entre las diferentes tareas de comprensión lectora (p<.01) indicando una mayor homogeneidad. Sin embargo, a nivel descriptivo, el método Gramática-Traducción obtuvo la mayor puntuación global. La conciencia pragmática fue el área más débil en los trés métodos de enseñanza de L2 estudiados. La interacción entre la comprensión lectora y la conciencia lingüística aportó evidencias que apoyan el uso de una metodología comunicativa. Se encontraron diferencias significativas entre género y metodología.
|
|
Keyword:
Cognitive Development; Comprensión Lingüística; Conciencia Lingüística; Desarrollo Cognitivo; Enseñanza de Una Segunda Lengua; Esl; Language Awareness; Language Comprehension; Lectura; Reading
|
|
URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7750047
|
|
BASE
|
|
Hide details
|
|
33 |
La influencia de la familiaridad subjetiva en la lectura y escritura de palabras en estudiantes de escuela primaria de Medellín
|
|
|
|
In: Lingüística y Literatura, ISSN 0120-5587, null 42, Nº. 80, 2021 (Ejemplar dedicado a: Vol. 42, 80 (2021): JULY-DECEMBER, 2021), pags. 169-186 (2021)
|
|
BASE
|
|
Show details
|
|
34 |
Scale of Perception and Analysis of Reading Fluency - SOLAR: usability and consistency
|
|
|
|
In: Revista CEFAC, Vol 23, Iss 6 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
35 |
Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2020)
|
|
BASE
|
|
Show details
|
|
36 |
Attention extends beyond single words in beginning readers
|
|
|
|
In: ISSN: 1943-3921 ; EISSN: 1943-393X ; Attention, Perception, and Psychophysics ; https://hal.archives-ouvertes.fr/hal-03396336 ; Attention, Perception, and Psychophysics, Springer Verlag, 2020, 83, pp.238 - 246. ⟨10.3758/s13414-020-02184-y⟩ (2020)
|
|
BASE
|
|
Show details
|
|
37 |
Influences of the early family environment and long-term vocabulary development on the structure of white matter pathways: A longitudinal investigation
|
|
|
|
In: ISSN: 1878-9293 ; EISSN: 1878-9307 ; Developmental Cognitive Neuroscience ; https://hal.archives-ouvertes.fr/hal-02971250 ; Developmental Cognitive Neuroscience, Elsevier, 2020, 42, pp.100767. ⟨10.1016/j.dcn.2020.100767⟩ (2020)
|
|
BASE
|
|
Show details
|
|
38 |
Literacy in development discourse and practice: Comparative studies in Indonesia
|
|
|
|
BASE
|
|
Show details
|
|
39 |
Boosting language skills of ELLs through dramatization and movement
|
|
|
|
In: The Reading Teacher, vol 67, iss 3 (2020)
|
|
BASE
|
|
Show details
|
|
40 |
Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
|
|
|
|
In: ISSN: 0963-7214 ; EISSN: 1467-8721 ; Current Directions in Psychological Science ; https://hal-amu.archives-ouvertes.fr/hal-02566111 ; Current Directions in Psychological Science, Association for Psychological Science, 2020, pp.096372142091587. ⟨10.1177/0963721420915873⟩ (2020)
|
|
BASE
|
|
Show details
|
|
|
|