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First Language Status and Second Language Writing
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In: Theses and Dissertations (2013)
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| 62 |
Effect of Language Background on Metalinguistic Awareness and Theory of Mind
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| 63 |
Toward Linguistically Inclusive Teaching: a curriculum for teacher education and a case study of secondary teachers' learning
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| 64 |
Comunicação e linguagem na creche e no jardim de infância : alguns desafios
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| 65 |
Effects of a Classroom-Based Pre-Literacy Intervention for Preschoolers with Communication Disorders
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In: Open Access Dissertations (2013)
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| 66 |
Metalinguistic Awareness and the Accuracy of Postgraduate TEFL Students’ Writing: Teacher’s Focus vs. Learners’ Focus
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In: Journal of Applied Linguistics, Vol 6, Iss 13, Pp 146-166 (2013) (2013)
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Abstract:
The sway of the pendulum in language pedagogy towards conscious learning processes marks the paramount role of metalinguistic awareness. The purpose of this quasi-experimental study was to compare the impact of teacher-oriented vs. learner-generated metalinguistic awareness activities on Iranian TEFL students’ writing accuracy. Sixty participants in three intact classes were randomly assigned as one control, and two experimental groups. All the participants received the same process-oriented instruction based on identical teaching materials. In the first experimental group, the teacher-focus metalinguistic awareness (TFMA) group, however, a collection of various form-focused activities, compiled by the teacher, was assigned and reviewed in the class weekly. In the learner-focused metalinguistic awareness (LFMA) group, the same assignments were assigned as supplementary self-study activities. The control group did not receive any structural assignments. The treatment perpetuated for six sessions and the analyses of the data obtained from the writing post-test revealed that both TFMA and LFMA groups outperformed the control group by producing more accurate writing and that the TF group surpassed the LF group. The findings lend credence to the significance of language awareness in EFL contexts and offer a number of pedagogical implications.
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Keyword:
Focus on form; Grammatical Accuracy; Language and Literature; Language. Linguistic theory. Comparative grammar; Metalinguistic Awareness; P; P101-410; writing
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URL: https://doaj.org/article/d58b4403efd049c3ac70cc4ffc4040ae
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| 67 |
Apprendre une langue : les enjeux du « jeu intérieur »
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In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013)
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| 68 |
Research on Fostering Intercultural Communication Competence of Foreign Language Learners
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In: Cross-Cultural Communication; Vol 9, No 1 (2013): Cross-Cultural Communication; 5-12 ; 1923-6700 ; 1712-8358 (2013)
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| 69 |
Early Dynamic Assessment of Morphological Awareness and Early Literacy Achievement: A Feasibility Study
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In: All Graduate Plan B and other Reports (2013)
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| 70 |
Exploring an invisible medium: Teacher Language Awareness among preservice K 12 educators of English Language Learners ; Doctor of Philosophy
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| 71 |
CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS
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In: TEFLIN Journal, Vol 24, Iss 1, Pp 32-47 (2013) (2013)
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| 72 |
CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS
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In: TEFLIN Journal, Vol 24, Iss 1, Pp 32-47 (2013) (2013)
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