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Focus groups as a tool to reveal causes of resistance or openness to non-binary gender norms among kindergarten teachers
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In: 11th European Feminist Research Conference: Social change in a feminist perspective ; https://hal.univ-lorraine.fr/hal-03573494 ; 11th European Feminist Research Conference: Social change in a feminist perspective, University of Milano, Bicocca, Jun 2022, Milan, Italy ; https://11efrc.unimib.it/ (2022)
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THE SIGNIFICANCE OF MODERN TEACHING METHODS IN EFL CLASSROOM AND SECOND LANGUAGE ACQUISITION. (IN THE EXAMPLE OF FOCUS ON FORM AND FOCUS ON FORMS IN PRIMARY SCHOOLS) ...
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THE SIGNIFICANCE OF MODERN TEACHING METHODS IN EFL CLASSROOM AND SECOND LANGUAGE ACQUISITION. (IN THE EXAMPLE OF FOCUS ON FORM AND FOCUS ON FORMS IN PRIMARY SCHOOLS) ...
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| 9 |
Self-Referent Pronouns, Self-Focus, and Depressive Symptoms in Adolescence
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In: Honors College (2022)
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| 10 |
Investigating Perceptions of Teachers and School Nurses on Child and Adolescent Oral Health in Los Angeles County
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 8; Pages: 4722 (2022)
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| 11 |
Word Order, Intonation, and Prosodic Phrasing: Individual Differences in the Production and Identification of Narrow and Wide Focus in Urdu
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In: Languages; Volume 7; Issue 2; Pages: 103 (2022)
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| 12 |
A Model for Analyzing Teachers’ Written Feedback on Adult Beginners’ Writing in Swedish as a Second Language
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In: Languages; Volume 7; Issue 2; Pages: 74 (2022)
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Abstract:
This study serves to fill a research gap in the written feedback practices of teachers in a second language (L2) writing by focusing on adult beginners, previously uninvestigated in feedback studies. For investigating this, a feedback analysis model was developed. Unlike previous models in L2 contexts, in this study feedback is divided into two main areas, focus (what the teachers comment on) and manner (how the comments are given). The study was conducted in a web-based Swedish as a second language course and included three experienced teachers and their L2 students. The analysis of teachers’ written comments on 60 texts from 12 of the students revealed that in the two main areas both new and previously used categories of feedback were identified. In the area focus five new subcategories were identified within language accuracy, and in the area manner politeness, and reinforcement of learning outcomes were identified as new categories. Within the area, focus, the teachers concentrated on language accuracy, and within the area, manner, all three teachers mostly provided information, but also made a range of suggestions. There was also individual variation among teachers. The analysis of feedback strengthens the importance of applying the main distinction between ‘focus’ and ‘manner’ in L2 contexts.
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Keyword:
adult beginners; feedback categories; feedback focus; feedback manner; Swedish as a second language; teacher feedback practices; writing
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URL: https://doi.org/10.3390/languages7020074
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| 14 |
Agrammatic comprehension of contrastive focus and clitic left dislocation in Catalan
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| 15 |
Non-utilisation of health care services during the COVID-19 pandemic: Results of the CoMoLo study
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In: J Health Monit (2022)
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| 16 |
An ensemble deep learning classifier for sentiment analysis on code-mix Hindi–English data
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In: Soft comput (2022)
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| 17 |
Word Order, Intonation, and Prosodic Phrasing: Individual Differences in the Production and Identification of Narrow and Wide Focus in Urdu
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| 18 |
Nominative subjects of infinitives in Hungarian subject-control predicates: Postsyntactic copying and the overt realization of PRO
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In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5209 ; 2473-8689 (2022)
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| 19 |
Tuvan -daa in quantificational noun phrases: Existential or universal?
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In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5289 ; 2473-8689 (2022)
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| 20 |
Verb Doubling in Turkish: Data from Trabzon Dialect
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In: Proceedings of the Workshop on Turkic and Languages in Contact with Turkic; Vol 6 (2021); 5063 ; 2641-3485 (2022)
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