Page: 1 2 3 4 5 6 7 8 9... 75
| 81 |
A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition
|
|
|
|
BASE
|
|
Show details
|
|
|
| 82 |
Does Emotional Intelligence Have an Impact on Linguistic Competences? A Primary Education Study
|
|
|
|
In: Sustainability, 2020, vol. 12, núm. 24, p. 10474 ; Articles publicats (D-PS) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 83 |
Drummond e as flores da resistência: campos léxico-semânticos na criação poética em sala de aula ; Drummond and the flowers of resistance: lexical-semantic fields in poetic creation in the classroom
|
|
Melo, Katia. - : Biblioteca Digital de Teses e Dissertações da USP, 2020. : Universidade de São Paulo, 2020. : Faculdade de Filosofia, Letras e Ciências Humanas, 2020
|
|
BASE
|
|
Show details
|
|
|
| 84 |
Elementos para uma memória discursiva do ensino de escrita: livros escolares de português (1930-2002) ; Elements for a discursive memory of teaching writing: Portuguese language textbooks (1930-2002)
|
|
Imbruniz, Cristian Henrique. - : Biblioteca Digital de Teses e Dissertações da USP, 2020. : Universidade de São Paulo, 2020. : Faculdade de Filosofia, Letras e Ciências Humanas, 2020
|
|
BASE
|
|
Show details
|
|
|
| 85 |
Creative Speech Making as One of the Goals of Teaching a Foreign Language
|
|
|
|
BASE
|
|
Show details
|
|
|
| 87 |
Seeing Writing Whole: The Revolution We Really Need
|
|
|
|
In: The Journal of the Assembly for Expanded Perspectives on Learning (2020)
|
|
BASE
|
|
Show details
|
|
|
| 88 |
“So, that’s sort of wonderful”: The Ideology of Commitment and the Labor of Contingency
|
|
|
|
In: The Journal of the Assembly for Expanded Perspectives on Learning (2020)
|
|
BASE
|
|
Show details
|
|
|
| 89 |
What Do Students Say about Writing? How Student Experiences Can Inform Canadian Writing Studies Pedagogy
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2020)
|
|
BASE
|
|
Show details
|
|
|
| 90 |
EmPOWER: An Adaptable Writing Intervention
|
|
|
|
In: The Nebraska Educator: A Student-Led Journal (2020)
|
|
BASE
|
|
Show details
|
|
|
| 91 |
Enseñanza de la ortografía: de camino agreste a experiencia investigativa y psicosociolingüística
|
|
|
|
In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 35, 2020, pags. 81-94 (2020)
|
|
Abstract:
Initially, some reflections are exposed in which the problem situation is contextualized and posed: psychosociolinguistic learning of orthography; later, the investigative experience of this paper authors is shared, in relation to the development of a pedagogical proposal to achieve the correct use of the accent mark in Spanish, with two groups of infants, of the same number of educational institutions, from two municipalities of Boyaca state, and, finally, linguistic, grammatical, sociolinguistic, psychosociolinguistic, lexical and contextual elements, among others, related to spelling are presented. ; Quelques considérations préalables, que nous présentons, dans un premier temps, nous permettent de contextualiser et d’énoncer la situation problématique posée: l’apprentissage psychosociolinguistique de l’orthographe; l’expérience de recherche des auteurs de l’article est par la suite formulée, en rapport au développement d’une proposition pédagogique qui vise à accomplir le marquage correct du signe graphique de l’accent en espagnol avec deux groupes d’écoliers, de deux écoles, de deux villages du département de Boyacá et, finalement, nous présentons des éléments linguistiques, grammaticaux, sociolinguistiques, psychosociolinguistiques, lexicaux et contextuels, entre autres, liés à l’orthograph ; Inicialmente, são apresentadas algumas considerações anteriores nas quais a situação problemática é contextualizada e colocada: o aprendizado psicossociolinguístico da ortografia; Posteriormente, é compartilhada a experiência investigativa dos autores do artigo, em relação ao desenvolvimento de uma proposta pedagógica para obter a marcação correta do til em espanhol com dois grupos de crianças, do mesmo número de instituições de ensino, de dois municípios do departamento de Boyacá e, finalmente, são expostos elementos linguísticos, gramaticais, sociolinguísticos, psicossociolinguísticos, lexicais e contextuais, entre outros, relacionados à ortografia. ; Inicialmente, se presentan unas consideraciones previas en las cuales se contextualiza y se plantea la situación problémica: el aprendizaje psicosociolingüístico de la ortografía; posteriormente, se comparte la experiencia investigativa de los autores del artículo, en relación con el desarrollo de una propuesta pedagógica para lograr la marcación correcta de la tilde en español con dos grupos de infantes, del mismo número de instituciones educativas, de dos municipios del departamento de Boyacá, y, finalmente, se exponen elementos lingüísticos, gramaticales, sociolingüísticos, psicosociolingüísticos, lexicales y contextuales, entre otros, relacionados con la ortografía.
|
|
Keyword:
accent d’insistance et accent; accent mark; accentuation and accent; acentuação e acento; acentuación y acento; enseignement-apprentissage de l’orthographe; enseñanza-aprendizaje ortográficos; ensino-aprendizagem ortográfica; investigación y escritura; orthographic teaching-learning; pesquisa e redação; psicosociolingüística de la tilde; psicossociolinguística do til; psychosociolinguistic of the accent mark; psychosociolinguistique de l’accent; recherche et rédaction; research and writing; signe graphique de l’accent; til; tilde
|
|
URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7940269
|
|
BASE
|
|
Hide details
|
|
|
| 92 |
STUDENTS’ LEARNING OUTCOMES OF BLENDED LEARNING IMPLEMENTATION IN WRITING LESSON
|
|
|
|
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 2, Pp 196-202 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 93 |
Chinese EAP teachers’ graduate-level English academic writing instruction and their professional development
|
|
|
|
In: Ibérica, Vol 39, Pp 141-164 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 94 |
Chinese EAP teachers’ graduate-level English academic writing instruction and their professional development
|
|
|
|
In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 39, 2020, pags. 141-164 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 95 |
Taking into Account Interpersonal Aspects of Teacher Feedback: Principles of Responding to Student Writing
|
|
|
|
In: Journal on Empowering Teaching Excellence (2020)
|
|
BASE
|
|
Show details
|
|
|
| 96 |
The Application of Autonomous-Cooperative Learning in Senior High School English Writing Teaching
|
|
|
|
In: Studies in Literature and Language; Vol 21, No 1 (2020): Studies in Literature and Language; 73-76 ; 1923-1563 ; 1923-1555 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 97 |
Preservice Teacher Writer Identities: Tensions and Implications
|
|
|
|
In: Teaching/Writing: The Journal of Writing Teacher Education (2020)
|
|
BASE
|
|
Show details
|
|
|
| 98 |
Exploring the Impact of Teacher Collaboration on Student Learning: A Focus on Writing
|
|
|
|
In: Teaching/Writing: The Journal of Writing Teacher Education (2020)
|
|
BASE
|
|
Show details
|
|
|
| 99 |
Supporting English Learners through Practice-Based Research
|
|
|
|
In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
|
|
BASE
|
|
Show details
|
|
|
| 100 |
Literacies in the Classroom
|
|
|
|
In: Signum: Estudos da Linguagem, Vol 23, Iss 1, Pp 47-59 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
Page: 1 2 3 4 5 6 7 8 9... 75 |
|
