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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...3 4 5 6 7 8 9 10 11...48 Hits 121 – 140 of 953 121 "Let's Go on a Gym Raid Tonight!": Video Game Affinity Spaces in English Language Instruction Halaczkiewicz, Marta Dominika In: Languages, Philosophy, and Communication Studies Faculty Publications (2020) BASE Show details 122 FACTORS AFFECTING INDONESIAN YOUNG LEARNERS’ ENGLISH PROFICIENCY LEVEL Diah Royani Meisani; Fuad Abdul Hamied; Bahrudin Musthafa... In: TEFLIN Journal, Vol 31, Iss 2, Pp 204-229 (2020) (2020) BASE Show details 123 Dual Language Doesn't Translate: Equity and Access in Dual Language Education on English Learners and Low-Income Students Vargas, Pilar Guadalupe. - : eScholarship, University of California, 2019 BASE Show details 124 Classification Accuracy of Spanish CBMs for Students in a Dual Immersion Program Suchilt, Luisana. - : eScholarship, University of California, 2019 BASE Show details 125 Children’s Individual Language Experiences: A Multilevel Analysis of Language Use in Head Start Classrooms Blackstock-Bernstein, Anne. - : eScholarship, University of California, 2019 BASE Show details 126 Navigating a Climate of Fear: Adolescent Arrivals and the Trump Era Rodriguez, Liliana V. - : eScholarship, University of California, 2019 BASE Show details 127 Second Language Acquisition and Teaching of English Phonetics in France ; Acquisition d'une langue étrangère et didactique de la phonétique anglaise en France Pesty, Marion. - : HAL CCSD, 2019 In: https://tel.archives-ouvertes.fr/tel-03114939 ; Linguistique. Université d'Orléans, 2019. Français. ⟨NNT : 2019ORLE3016⟩ (2019) Abstract: Numerous studies have shown that French learners of English as a Second Language have difficulties acquiring a good pronunciation of English. Their mastery of English segments and prosody is most of the time fragile, despite an early learning of the language, as in France, pupils start to learn English in CP (by the age of 5). This poor level in oral English is all the more surprising given that the French Ministry of Education made it a priority to emphasize the teaching of spoken English in class as soon as pupils start to learn the language at school. Literature and a survey that we conducted suggest that this poor level could be due to the way English is taught in classes, as it is claimed that the teaching of pronunciation in ESL classes is regularly neglected by teachers, who would lack professional training to be able to teach pronunciation properly. This way, in this thesis, we conducted experimental research, and our objective was to see if it was possible or not to integrate the teaching of English pronunciation in ESL classes in a productive manner, that would be beneficial for both the learners and the teacher. To do so, two classes of seconde from the city of Orléans (France) were selected. One of them received enhanced training in phonetics to improve their pronunciation of English during 10 weeks (1 hour per week), and the other class did not. Three evaluation sessions were organized during the duration of the experiment (a total of 22 weeks), and made it possible to check if the pupils had improved their pronunciation of English during the experiment, and to check the efficacy of the specific training that wa had proposed. Results suggest that the trained pupils managed to improve their pronunciation of English more than those who were not trained. ; De nombreuses études ont démontré que les apprenants français de l’anglais peinent à acquérir une bonne prononciation de cette langue. Leur maitrise des segments, mais aussi celle de la prosodie de l’anglais reste le plus souvent très fragile, malgré un apprentissage précoce de la langue en milieu scolaire puisque les élèves français débutent l’apprentissage de l’anglais dès le CP. Ceci est surprenant puisque le Ministère indique dans ses directives au niveau national vouloir rendre prioritaire l’enseignement de l’oral dans les classes de langues. La littérature ainsi qu’une étude menée dans le cadre de cette thèse suggèrent que ce faible niveau serait dû à un enseignement dont la composante phonétique serait quasi-absente, notamment en raison d’une non-formation des professeurs en didactique de la prononciation. Ainsi, nous avons souhaité mener une étude expérimentale dont le but était de voir s’il était possible d’intégrer cette composante au programme efficacement et de manière à la fois utile pour les élèves et pour l’enseignante. Pour cela, deux classes de seconde orléanaises ont été sélectionnées. L’une d’entre elle a suivi à raison d’une heure par semaine un entrainement renforcé en phonétique pendant 10 semaines, et l’autre non. Trois sessions d’évaluation réparties sur 22 semaines ont permis d’établir la progression de la qualité d’anglais oral des élèves des deux classes, et donc de tester l’efficacité de l’entrainement prodigué. Les résultats suggèrent que l’entrainement proposé aux élèves de la classe testée leur a permis d’améliorer significativement leur prononciation de l’anglais, tandis que l’enseignement classique qu’ont suivi les élèves de la classe témoin n’a pas rendu possible une telle progression. Keyword: [SHS.LANGUE]Humanities and Social Sciences/Linguistics; Acquisition Langue Etrangère; Anglais; Apprenants Français de l'anglais; Didactique de l'oral; English; French learners of English; Phonetics; Phonétique; Second Language Acquisition SLA; Teaching of spoken language URL: https://tel.archives-ouvertes.fr/tel-03114939/file/marion-pesty_3398.pdf https://tel.archives-ouvertes.fr/tel-03114939 https://tel.archives-ouvertes.fr/tel-03114939/document BASE Hide details 128 Definite article bridging relations in L2: a learner corpus study Crosthwaite, Peter Robert In: Corpus linguistics and linguistic theory. - Berlin ; New York : Mouton de Gruyter 15 (2019) 2, 297-319 BLLDB Show details 129 Effective coaching of teachers to support learning for English language learners ... Zúñiga, Armando Thaddeus; Zuniga, Armando Thaddeus. - : University of Southern California Digital Library (USC.DL), 2019 BASE Show details 130 A case study on influences of mainstream teachers' instructional decisions and perceptions of English learners in Hawai'i public secondary education ... Butler, Dalvin L.. - : University of Southern California Digital Library (USC.DL), 2019 BASE Show details 131 “Our Beautiful Family”: A study of English Language Learners’ dual language identity texts and linguistic identity in a family literacy program ... Bajt, Allison. - : Arts, 2019 BASE Show details 132 The intersection of race and language in special education: a study of the referral process of emergent bilingual students to the special education program ... Clark, Angelina Sotera Sanchez. - : University of Southern California Digital Library (USC.DL), 2019 BASE Show details 133 CULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLs ... Beato, Carlos Manuel. - : Digital Repository at the University of Maryland, 2019 BASE Show details 134 Commonalities and Promising Practices of Dual Language Programs ... Lucido, Frank; Gomez, Patricia A.. - : Zenodo, 2019 BASE Show details 135 Commonalities and Promising Practices of Dual Language Programs ... Lucido, Frank; Gomez, Patricia A.. - : Zenodo, 2019 BASE Show details 136 A Curriculum Design for Emergent English Language Learners in Middle School Science Simpson, Allison In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307218611888 (2019) BASE Show details 137 Supporting Refugee and Emergent English Learner's Reading Ability Through a Story Dictation-Based Curriculum Sunday, Heather In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307488521956 (2019) BASE Show details 138 An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program Rigby, Kim L.P. In: Dissertations (2019) BASE Show details 139 Tools to Support Collaboration in Educating Emergent multilingual Students: Jumpstart and Electronic Performance Log Bouchard, Margaret; Stegemoller, W. Jason In: i.e.: inquiry in education (2019) BASE Show details 140 Enhancing Teacher Education and Community Learning Center Programs through Critical Participatory Action Research Coles-Ritchie, Marilee; Eggington, Kalani; Valdez, Trina M In: i.e.: inquiry in education (2019) BASE Show details Page: 1...3 4 5 6 7 8 9 10 11...48

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