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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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| 42 |
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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| 43 |
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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| 44 |
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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| 45 |
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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Abstract:
Second language (L2) acquisition has received increasing interest due to the large number of people immigrating or learning an L2 (e.g., Statistics Canada, 2016). Word reading fluency has been found to be a strong predictor of text reading fluency and comprehension (Fuchs, Fuchs, Hosp & Jenkins, 2001). For people learning to read in L2, skills such as oral reading fluency serve as an indicator of overall reading competence in their L2. The current study examined oral reading fluency in relation to vocabulary knowledge, rapid naming (RAN) and phonological awareness in English and Mandarin in Chinese-English bilinguals. Participants included 40 Chinese-English bilingual adolescents and young adults, who have been in Canada for less than two years. During the one-year longitudinal study, participants were measured at 2 time points, approximately 12 months apart. Time 1 and Time 2 vocabulary, Time 1 RAN and Time 2 phonological awareness predicted English word reading fluency. Time 1 vocabulary predicted English text reading fluency. Overall, the findings of this research were consistent with previous theories. Although these late-sequential Chinese-English bilinguals demonstrated different profiles compared to their younger bilingual peers, their English skills became more native-like over the one-year period among our adolescent Chinese-English bilingual participants.
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Keyword:
and Multicultural Education; Bilingual; bilingualism; Developmental Psychology; Educational Psychology; Multilingual; oral reading; phonological awareness; Reading; second language
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URL: https://scholars.wlu.ca/cgi/viewcontent.cgi?article=3204&context=etd
https://scholars.wlu.ca/etd/2086
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| 46 |
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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| 47 |
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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| 48 |
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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| 49 |
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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