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Desenvolvimento da duração das vogais altas anteriores arredondadas [yː]-[ʏ] do Alemão Padrão (AP) por um falante nativo brasileiro em contexto de instrução fonética
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El aprendizaje de los fonemas / ɑ: æ ʌ ə/ por parte de hispanohablantes a través de una enseñanza implícita
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 18, Nº. 1, 2019, pags. 18-34 (2019)
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The Effect Of Explicit Instruction By Using Phrase Structure Rules On Acquisition Of Noun Clauses ...
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The Effect Of Explicit Instruction By Using Phrase Structure Rules On Acquisition Of Noun Clauses ...
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Table 2: Reliability Indexes Of The Measures Used In Grade Three ...
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Table 2: Reliability Indexes Of The Measures Used In Grade Three ...
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REMARKS ON VERBO-TONAL PHONETICS FOR A COMMUNICATIVE CONTEXT
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In: Normas; Vol. 8, Núm. 1 (2018); 259-271 ; 2174-7245 (2018)
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Remarks on verbo-tonal phonetics for a communicative context
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Explicit Grammar Instructions Enhance Students’ Reading Ability on Cognitive Aspect
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In: PAROLE: Journal of Linguistics and Education; Volume 8 Number 1 April 2018; 19-25 ; 23380683 ; 2087-345X (2018)
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An Exploratory Study on the Role of Foreign Language Aptitudes in Instructed Pragmatics Learning In L2 Chinese
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In: World Languages and Cultures Faculty Publications (2017)
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Effects of Explicit-Reflective Instruction on Preservice and Novice Teachers’ Epistemic and Conceptual Change Mediated by Reasoning
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017)
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Os efeitos da instrução na aquisição-aprendizagem lexical: implícito vs explícito ; The effects of instruction in lexical acquisition: implicit versus explicit
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Oliveira, Viviane Carvalho de. - : Biblioteca Digital de Teses e Dissertações da USP, 2017. : Universidade de São Paulo, 2017. : Faculdade de Filosofia, Letras e Ciências Humanas, 2017
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Implications of implicit and explicit instruction for second language acquisition
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The impact of explicit instruction and corrective feedback on ESL postgraduate students' grammar in academic writing
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Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards
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The Effect of an Explicit Strategy Instructional Approach for the Treatment of L2 Writing Difficulties
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Abstract:
Writing difficulties (WDs) have been investigated to identify what they are and how they occur, but not necessarily how to address them within a specific genre (Barsturkmen & Randow, 2014; Bitchener & Barsturkmen, 2006; Casanave & Hubard, 1992; Cooley & Lewkowicz, 1995; Hinkel, 2011; Hyland, 2002; Leki, Cumming & Silva, 2008; Ong, 2011; Silva, 1990; Thompson, Morton & Storch, 2013; Zhang, 2000). Because empirical research has shown strategies can help students improve their use of the English language, strategies were considered as one way of addressing specific WDs (Chamot, 2005; Griffiths, 2008; O’Malley & Chamot, 1990; Oxford, 1986, 1990). Before investigating strategies, this thesis investigates approaches to resolving WDs and different perspectives about why WDs may occur in the expository genre. With that information, this thesis investigates the effectiveness of an explicit strategy instructional approach for addressing the identified WDs and for determining whether the knowledge gained from such an approach was retained and used appropriately after a 10-week period. This research was conducted with 70-second language (L2) students at a large University in the USA. A quasi-experimental study design was employed, including a pre-test / intervention / immediate and delayed post-test methodology to establish whether the instruction was effective. Additionally, a survey was used to investigate students’ perceived WDs in relation to their actual WDs. The first result showed that WDs related to linguistic accuracy (local WDs) were the most problematic and that these were followed by difficulties with writing appropriate propositions (global WDs) and difficulties with supporting them with appropriate examples (global WDs). The second result showed that there was no relationship between students’ perceptions of what was difficult for them and the difficulties that their writing revealed. The final result showed that the explicit strategy instruction was effective for writing appropriate propositions and for examples of propositions in the immediate post-test. The effectiveness of the explicit strategy instruction was also ‘retained’ over time for a number of students when immediate and delayed post-test texts were compared. Additionally, there were a few students who ‘improved’ in the delayed post-tests but who had not improved in the immediate post-test.
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Keyword:
Explicit strategy instruction; Second language writing; Strategies; Writing difficulties
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URL: http://hdl.handle.net/10292/10576
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A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development
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Allen, Amy C. - : eScholarship, University of California, 2016
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In: Allen, Amy C. (2016). A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/23d2s69j (2016)
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A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions ...
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Effects of Phonological Intervention on At-Risk Kindergarten Students with Reading Difficulties
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In: Theses, Dissertations and Capstones (2016)
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Filling the Gap: Phonological Awareness Activities for a Montessori Kindergarten
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In: Masters of Arts in Education Action Research Papers (2016)
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