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Hits 21 – 40 of 2.725
21
Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
Vijayakumar, Poorani
. - : Open Science Framework, 2021
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22
Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ...
Grofčíková, Soňa
;
Máčajová, Monika
. - : University of Ljubljana, 2021
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23
Διδασκαλία της ορθογραφημένης γραφής σε μαθητές Δημοτικού με δυσλεξία στο μάθημα της Γερμανικής ως Β΄ ξένης γλώσσας ...
Τσακαλίδου, Σοφία Π.
. - : Aristotle University of Thessaloniki, 2021
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24
Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
Kunnel, Johnson
. - : Werklund School of Education, 2021
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25
Tarefas de Estímulo de Consciência Fonológica no Ensino de Inglês no 1.º Ciclo do Ensino Básico
Santos, Maria dos Anjos Ferreira dos
. - : Instituto Politécnico do Porto. Escola Superior de Educação, 2021
Abstract:
Este estudo foi realizado no âmbito do Relatório Final de Estágio do Mestrado em Ensino de Inglês no 1.º Ciclo do Ensino Básico e tem como objetivo averiguar se os alunos identificam as vogais do inglês /i:/ e /I/; /ε/ e /æ/; /u:/ e /ʊ/ e se distinguem as que não fazem parte do inventário fonológico do português; verificar se há transferência de características dos sons vocálicos da língua materna durante a operacionalização dos sons em inglês e se a transferência tende a diminuir com a realização de tarefas envolvendo a perceção e produção dos sons vocálicos em questão. O estudo empírico integrou a Prática de Ensino Supervisionada num estudo qualitativo de investigação-ação, com recurso à análise dos instrumentos de recolha de dados elaborados. Esses instrumentos incluíram tarefas de discriminação auditiva, de atividades de compreensão oral e escrita e de produção oral e escrita. Os resultados obtidos permitem afirmar que, para produzir as vogais /I/, /æ/e /ʊ/, os alunos precisam de as perceber, para que, posteriormente, as possam manipular corretamente. Também é possível afirmar que o ensino do sistema de sons em sala de aula, pelo professor, através de atividades de caráter mais lúdico - história, trava-línguas, músicas e jogos - é relevante para o desenvolvimento da consciência dos fonemas em língua estrangeira. Este trabalho de treino deve ser sistemático e consistente, implicando bastante tempo e conhecimentos linguísticos nas áreas da fonética e fonologia por parte do professor. ; This study has been developed for the Final Internship Report of the Master’s Degree in Primary English Teaching and its aims are to find out if the students identify the following vowels from the English language: /i:/ e /I/; /ε/ e /æ/; /u:/ e /ʊ/ and if they can distinguish which ones are not part of the phonological inventory of the Portuguese language; to verify if there is a transfer of the native language vowel sounds in the production of the sounds and also if that transfer decreases with tasks involving perception and production of those sounds. The empirical study integrated the Supervised Teaching Practice in a qualitative intervention-action study, using the analysis of data collection tools which included auditory discrimination tasks, oral and writing comprehension activities, and oral and writing production activities. The results achieved allow us to affirm that, in order to produce the vowel sounds /i:/ and /I/; /ε/ and /æ/; /u:/ and /ʊ/, students need to perceive them so that later they can correctly use them. It is also possible to state the relevance of teaching the sound system in the classroom, by the teacher, using playful activities, including stories, tongue twisters, songs and games to develop the students’ awareness of the phonemes in a foreign language. This work must be systematic, and it involves a lot of time and linguistic knowledge in the area of phonetics and phonology by the teacher.
Keyword:
Desenvolvimento da Consciência Fonológica
;
Development of phonological awareness
;
Domínio/Área Científica::Ciências Sociais::Ciências da Educação
;
Domínio/Área Científica::Humanidades::Línguas e Literaturas
;
English as foreign language
;
Ensino de Inglês
;
Perception and production tasks
;
Tarefas de perceção e produção articulatória
URL:
http://hdl.handle.net/10400.22/18153
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26
Using verb morphology to predict subject number in L1 and L2 sentence processing: A visual-world eye-tracking experiment
Koch, Eva M.
;
Bulté, Bram
;
Housen, Alex
...
In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 115–132 ; 2399-9101 (2021)
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27
Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“ ...
Feick, Diana
;
Knorr, Petra
. - : Humboldt-Universität zu Berlin, 2021
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28
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
Marks, Rebecca
. - : Open Science Framework, 2021
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29
Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process
Camille Meritan
In: Languages ; Volume 6 ; Issue 4 (2021)
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30
Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
Tennefoss, Krista Rae
In: Doctoral Dissertations and Projects (2021)
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31
Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln
Labrenz, Annika
. - : Humboldt-Universität zu Berlin, 2021
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32
Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“
Feick, Diana
;
Knorr, Petra
. - : Humboldt-Universität zu Berlin, 2021
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33
SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM
Moore, Benjamin
In: Middle and Secondary Education Dissertations (2021)
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34
Improving Reading Comprehension in Arabic English Language Learners
Watson, Amanda
In: Culminating Experience Projects (2021)
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35
Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
Gertners, Rasma M
In: Culminating Experience Projects (2021)
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36
Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln ...
Labrenz, Annika
. - : Humboldt-Universität zu Berlin, 2021
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37
Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness ...
D’Angelo, Francesca
. - : Studi di glottodidattica, 2021
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38
Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions
Barnes, Emily
. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2021
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39
O Contributo do Educador para o Desenvolvimento Linguístico das Crianças do Pré-Escolar ; A Consciência Linguística/Práticas
Xavier, Natacha
. - 2021
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40
Desenvolvimento da consciência metalinguística na aquisição bilingue de português e neerlandês: estudo de caso
Caels, Anouschka Maria
. - 2021
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