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TEACHERS’ PERCEPTIONS OF THE ROLE OF PRAGMATICS IN THE EFL CLASSROOM
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In: Studies in Linguistics, Culture, and FLT, Vol 3, Pp 27-44 (2018) (2018)
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| 202 |
Using metacognitive strategies to raise awareness of stress and intonation
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In: Colombian Applied Linguistics Journal, Pp 91-104 (2018) (2018)
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Abstract:
Few studies have analyzed the impact of language awareness and metacognitive strategies for intelligibility in the context of English as an international language. This qualitative action research study examined the impact of using three metacognitive strategies—overviewing, goal setting, and self-evaluating—to raise adult learners’ awareness of stress and intonation at a private language center in Bogotá. Ten participants enrolled in an advanced English course showed lack of awareness of the use of suprasegmentals (stress or intonation) to communicate intelligibly in a preliminary oral interview. The implementation took three cycles each lasting one hour every day for two weeks. During the first week, the participants were trained to use one metacognitive strategy. During the second week, they identified a suprasegmental feature from video or audio input. Finally, they monitored the use of the feature through the strategy they had learned in the first week. Data were collected via learning logs, recorded artifacts, and field notes. The results showed that students raised awareness in a triadic process that involves metalinguistic, learning, and self-awareness. Results may be useful to revisit the current teaching of pronunciation and to provide insights about the use of elements from the lingua franca core in the Colombian context.
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Keyword:
intelligibility; intonation; language awareness; learning strategies; P1-1091; Philology. Linguistics; stress; suprasegmental
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URL: https://doaj.org/article/63145757b30148f6965fef2c9ceea829
https://doi.org/10.14483/22487085.12383
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| 203 |
The Observable Students’ Divergent Approach as Experienced in a Seminar on Language Teaching Class
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 1, Pp 104-125 (2018) (2018)
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| 204 |
Teacher attitudes to language in university bilingual education
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 89-102 (2018)
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| 205 |
Learning to Read in English: Vocabulary Knowledge, Phonological Awareness in Relation to Oral Reading Fluency in Chinese-English Bilinguals
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In: Theses and Dissertations (Comprehensive) (2018)
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| 206 |
Successes and Challenges of Syrian Refugee Children in Canada: Language and Literacy
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In: Theses and Dissertations (Comprehensive) (2018)
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| 207 |
Genre-Based Approach to Writing Instruction for Students at an English Language and Literature Department
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In: Eurasian Journal of Applied Linguistics, Vol 4, Iss 1, Pp 71-100 (2018) (2018)
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| 208 |
Language, culture and interculturality through narratives with learners of Spanish as a foreign language
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 11, Núm. 4 (2018); p. 41-58 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 11, Núm. 4 (2018); p. 41-58 (2018)
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| 209 |
Kokama: a reconquista da língua e as novas fronteiras políticas
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In: Revista Brasileira de Linguística Antropológica; Vol 4 No 1 (2012); 67-80 ; Revista Brasileira de Linguística Antropológica; v. 4 n. 1 (2012); 67-80 ; 2317-1375 ; 2176-834X (2018)
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| 213 |
La perception des normes textuelles, communicationnelles et linguistiques en écriture journalistique : une contribution à l'étude de la conscience linguistique des professionnels des médias écrits québécois
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BLLDB
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UB Frankfurt Linguistik
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| 217 |
Questions that poses multilingual teaching in Lebanon practices and representations ; Questions que pose une didactique plurilingue au Liban, pratiques et représentations
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In: https://tel.archives-ouvertes.fr/tel-01774862 ; Linguistique. Université Sorbonne Paris Cité, 2017. Français. ⟨NNT : 2017USPCA040⟩ (2017)
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| 218 |
Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445 (2017)
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| 219 |
From Idea Readiness to Formation of Language and Speech Action (on the Cognitive Constituent of the Action) ...
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| 220 |
Investigating Transformative Practices In The Bangladeshi Classroom ...
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