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Early Language Acquisition in French Sign Language: preliminary data on the development of gestures and signs
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In: 8th Conference of the International Society for Gesture Studies – Gesture and Diversity ; https://hal.archives-ouvertes.fr/hal-01878678 ; 8th Conference of the International Society for Gesture Studies – Gesture and Diversity, Jul 2018, Cape Town, South Africa ; http://www.isgs8conference.com/ (2018)
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Bilingual Lexical Acquisition. On the crossroads of early word production and grammar: Evidence from a French-Russian bilingual child aged from 2;0 to 4;0
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In: International Conference on Multilingual Awareness and Multilingual Practices ; https://hal.archives-ouvertes.fr/hal-02366413 ; International Conference on Multilingual Awareness and Multilingual Practices, Tallinn University, School of Humanities, Nov 2018, Tallinn, Estonia (2018)
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A database of German definitory contexts from selected web sources
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In: 11th International Conference on Language Resources and Evaluation (LREC 2018) ; https://hal.archives-ouvertes.fr/hal-01798704 ; 11th International Conference on Language Resources and Evaluation (LREC 2018), May 2018, Miyazaki, Japan. pp.3068-3073 (2018)
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Early communicative gestures and signs in French Sign Language acquisition
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In: Nijmegen Lecture 2018 ; https://hal.archives-ouvertes.fr/hal-01786751 ; Nijmegen Lecture 2018, Feb 2018, Nijmegen, Netherlands. 2018 ; http://www.mpi.nl/events/nijmegen-lectures-2018 (2018)
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What is a representative language sample for word and sound acquisition?
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In: ISSN: 0008-4131 ; EISSN: 1710-1115 ; Canadian Journal of Linguistics / Revue canadienne de linguistique ; https://halshs.archives-ouvertes.fr/halshs-01887205 ; Canadian Journal of Linguistics / Revue canadienne de linguistique, Cambridge University Press, 2018, 63 (04), pp.667-685. ⟨10.1017/cnj.2018.19⟩ (2018)
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Texting by 12-year-olds: Features shared with spoken language
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In: Sources of variation in first language acquisition: Languages, contexts, and learners. Trends in Language Acquisition Research (TiLAR) ; https://hal.archives-ouvertes.fr/hal-02021113 ; M. Hickmann; E. Veneziano; H. Jisa. Sources of variation in first language acquisition: Languages, contexts, and learners. Trends in Language Acquisition Research (TiLAR), 22, John Benjamins, pp.265-284, 2018, Trends in Language Acquisition Research (TiLAR), 978-90-272-4412-3. ⟨10.1075/tilar.22⟩ (2018)
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L’expression des procès spatiaux causatifs chez les apprenants francophones du chinois : pousser ou entrer ?
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In: ISSN: 1879-7865 ; EISSN: 1879-7873 ; Langage, Interaction et Acquisition / Language, Interaction and Acquisition ; https://hal.archives-ouvertes.fr/hal-01921584 ; Langage, Interaction et Acquisition / Language, Interaction and Acquisition , John Benjamins Publishing Company 2018 (2018)
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Baby Cloud, a technological platform for parents and researchers
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In: LREC 2018 - 11th edition of the Language Resources and Evaluation Conference ; https://hal.archives-ouvertes.fr/hal-01948107 ; LREC 2018 - 11th edition of the Language Resources and Evaluation Conference, May 2018, Miyazaki, Japan (2018)
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The Effects of Second-language Repeated Reading on Reading Comprehension and Incidental Vocabulary Acquisition
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Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children With Hearing Loss Who Use Listening and Spoken Language
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An Interview with APPLE Lecture Speaker Professor Roy Lyster
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Investigating Test-takers’ Use of Linguistic Tools in Second Language Academic Writing Assessment
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Neurophysiological indices of the effect of cognates on vowel perception in late Spanish-English bilinguals
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N400 evidence for musical facilitation of word boundary identification in second language exposure
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Willkomen Beim German Journal - Welcome to German Journal
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In: German Journal Sprache Literatur Kultur (2018)
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Entgrenzung der Arbeit durch „Bring Your Own Device“
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In: German Journal Sprache Literatur Kultur (2018)
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Teaching German Modal Verbs through Cognitive Linguistics Insights
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In: German Journal Sprache Literatur Kultur (2018)
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Abstract:
This study examined the acquisition patterns of the prototypical and epistemic semantic meanings of German modals. It investigated whether different instructional approaches (cognitive instruction approach based on force dynamics and metaphoric extensions, traditional translation based instruction) have the potential to foster modal verbs acquisition, and which of the two approaches was more effective. Thirty-three, fourth semester learners of German as a foreign language were subjected to one of the experimental conditions. Findings were compared to a control condition, which did not receive any instruction. Learning gains were measured by means of a multiple choice meaning recognition test that assessed students’ gains of receptive knowledge of the prototypical and epistemic senses of German modals. Results revealed that when students received cognitive instruction, they gained greater prototypical and epistemic semantic knowledge when compared to the students who received traditional translation based instruction or were part of the control condition. Most importantly, it was shown that the cognitive instruction approach had greater effect on meaning retention of modal verbs senses.
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Keyword:
acquisition patterns; First and Second Language Acquisition; German Language and Literature; German Linguistics; German modals
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URL: https://dc.cod.edu/cgi/viewcontent.cgi?article=1000&context=gj https://dc.cod.edu/gj/vol1/iss1/2
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A Comparison of Bidirectional Naming for Familiar and Non-Familiar Stimuli and the Effects of a Repeated Probe Procedure for First Grade Students
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The moderating role of socioeconomic status on motivation of adolescents’ foreign language learning strategy use
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