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The Effects of Event Depictions in Second Language Phrasal Vocabulary Learning
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The Effects of Event Depictions in Second Language Phrasal Vocabulary Learning ...
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Chinese Idioms: Stepping Into L2 Student’s Shoes
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In: Acta Linguistica Asiatica, Vol 12, Iss 1 (2022) (2022)
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Heritage Tagalog Phonology and a Variationist Framework of Language Contact
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In: Languages; Volume 6; Issue 4; Pages: 201 (2021)
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Narrowing the language gap for Africa's learners: A pathway for change model
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In: Global Education Review; Vol. 7 No. 3 (2020): Critical Educational Issues in Africa; 1-21 ; 2325-663X (2020)
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Narrowing the Language Gap for Africa’s Learners: A Pathway for Change Model
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THE PROBLEMS OF HOMOFORMS ACCEPTATION IN THE PROCESS OF CONCEIVING THE ENGLISH PROFESSIONALLY ORIENTED TEXT ; ТРУДНОЩІ СПРИЙНЯТТЯ ОМОФОРМ У ПРОЦЕСІ ОСМИСЛЕННЯ АНГЛОМОВНОГО ФАХОВОГО ТЕКСТУ
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In: Містобудування та територіальне планування; № 75 (2020); 309-316 ; Urban development and spatial planning; № 75 (2020); 309-316 ; 2522-9206 ; 2076-815X (2020)
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The Interaction Between Word Order and Verb Type in L2 Spanish and L1 English Sentence Processing
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A comparison of factors affecting Estonian EFL learners’ idiom comprehension
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 15, Pp 21-34 (2019) (2019)
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ドイツ人韓国語学習者の「‐에」と「‐를」の 誤用に関する考察 ; A Study on the Errors in the Use of “‐에 ” and “‐를 ” by German Learners of the Korean Language ; ドイツジン カンコクゴ ガクシュウシャ ノ ‐에 ト ‐를 ノ ゴヨウ ニ カンスル コウサツ
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朴, 恩珠; Park, Eunjoo. - : 大阪女学院大学, 2018. : オオサカ ジョガクイン ダイガク, 2018. : Osaka Jogakuin 4year College, 2018
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Linguistic Practices, Attitudes and Identities of Hispanic Immigrants in Los Angeles: Two Case Studies
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In: Seaver College Research And Scholarly Achievement Symposium (2016)
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Transfer of Grammatical Knowledge into ESL Writing
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In: Eurasian Journal of Applied Linguistics, Vol 2, Iss 2, Pp 47-64 (2016) (2016)
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Native Language Transfer in Target Language Usage: An Exploratory Case Study
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In: Brogan, Franny D.; & Son, JyEun. (2015). Native Language Transfer in Target Language Usage: An Exploratory Case Study. Voices, 3(1). Retrieved from: http://www.escholarship.org/uc/item/7cd3n9xh (2015)
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L1 transfer effects in L2 grammatical gender processing of late bilinguals ...
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Renner, Anna. - : Humboldt-Universität zu Berlin, Philosophische Fakultät II, 2014
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L1 transfer effects in L2 grammatical gender processing of late bilinguals
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Renner, Anna. - : Humboldt-Universität zu Berlin, Philosophische Fakultät II, 2014
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Étude de l’appropriation de l’orthographe française langue seconde/étrangère d’élèves arabophones du secondaire en Égypte
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A Crosslinguistic/Cultural Perspective of Learning Chinese as a Foreign Language in Canadian Universities
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In: Electronic Thesis and Dissertation Repository (2013)
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Étude de l’appropriation de l’orthographe française langue seconde/étrangère d’élèves arabophones du secondaire en Égypte
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Abstract:
La présente recherche vise à décrire le développement orthographique des élèves arabophones de 1re année du secondaire en Égypte au début de l’apprentissage du français langue étrangère. Les recherches égyptiennes qui concernent le français écrit se sont préoccupées des erreurs grammaticales commises par les élèves. À notre connaissance, il n’existe pas d’études relatives à l’appropriation de l’orthographe française menée auprès de ces élèves. Afin de combler ce vide, nous avons souhaité apporter un éclairage sur les compétences orthographiques des élèves en essayant d’éclairer la documentation de ces compétences en français écrit par la mise en relation avec celle de jeunes enfants arabophones qui apprennent le français L2 au préscolaire lors de leur séjour au Québec. Afin d’atteindre nos objectifs, nous avons soumis 30 élèves arabophones du secondaire à une épreuve d’orthographes approchées à quatre reprises. Celle-ci s’est déroulée dans le cadre d’un entretien semi-structuré individuel dans lequel les élèves ont été invités à produire des mots et une phrase. L’analyse descriptive et statistique de la production écrite des sujets a permis d’observer trois types de préoccupations écrites : visuographiques, phonologiques et orthographiques. D’autre part, leurs écrits ont témoigné d’un transfert langagier de l’arabe L1 et de l’anglais LE, qui était parfois positif, d’autres fois négatif. Les résultats ont, enfin, révélé que les élèves ont utilisé trois stratégies, lexicale, phonologique et analogique, lors de leurs productions. En outre, une étude de cas multiples exploratoire avec quatre enfants arabophones du préscolaire au Québec a été effectuée. Ces derniers ont été individuellement invités à produire des mots et une phrase en français et en arabe. De manière exploratoire, nous avons mis en relation l’appropriation de l’écrit des élèves du secondaire et celle des enfants du préscolaire en français et en arabe, ce qui nous a permis de vérifier l’effet de l’âge sur le développement orthographique et sur le transfert langagier chez les apprenants. Les résultats obtenus indiquent que la performance écrite des élèves du secondaire était significativement plus réussie que celle des enfants du préscolaire et que les premiers étaient les plus susceptibles de produire un transfert langagier. Ainsi, l’âge de l’apprenant peut avoir un impact sur l’appropriation de l’écrit ainsi que sur le transfert langagier en français langue seconde/étrangère. Finalement, au-delà de son apport scientifique et pratique, la présente recherche propose des pistes de recherches futures. ; The aim of this research was to assess French language-spelling development for the first year Arabic language-speaking students of the Secondary Schools in Egypt. These students were studying “French” as a foreign language. Previous studies performed in Egypt addressed the grammatical errors committed by these students in the field of “written French language”. To date, and to the best of our knowledge, there are no available studies addressing the issue of “French language-spelling development”. To fill this gab in literature, we examined the spelling competence of the students. We evaluated the features of the French language - spelling development for the first year Arabic language - speaking students in Secondary schools in Egypt. Also, we examined the relationships between these features and corresponding features in French and Arabic language development for preschool Arabic language-speaking children in Quebec. To achieve our goals, 30 students of the first year Arabic language-speaking students in Secondary schools in Egypt underwent a test of invented spelling, through semi-structured interview. The test was repeated four times on different occasions. During the test, the students were asked (on individual basis) to produce some writings (French language). The results of these tests raised three writing features, namely: visuographic, phonological and orthographic concerns. Moreover, their writings showed a language transfer produced from both Arabic as a mother language and English as a foreign language. Our findings revealed that, during writing, students have employed three strategies: lexical, phonological and orthographic. In addition, a multiple case study exploratory was conducted with four Arabic language-speaking preschool children in Quebec. Each child was asked to produce some writings in French and in Arabic languages. The French language-spelling development of the students the Secondary Schools was made comparable to that of the preschool children in French. Such strategy allowed us to test the effect of age on the spelling development and on language transfer. We found that the written performance of the students from Secondary Schools was significantly more advanced as compared to that of the preschool children. Also the students from Secondary Schools were more able to produce language transfer. These findings indicated that the learner’s age had a significant impact not only on the French language - spelling development but also on the language transfer in second/foreign language. Finally, the scientific and practical ramifications open avenues for further investigations in these fields.
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Keyword:
appropriation de l’écrit; Arabic language-speaking students in Secondary Schools and in preschool; Education - Secondary / Éducation - Enseignement secondaire (UMI : 0533); élèves arabophones du secondaire et du préscolaire; foreign language; invented spelling; language transfer; langue étrangère; langue maternelle; langue seconde; learner’s age; l’âge de l’apprenti; mother language; orthographes approchées; second language; spelling appropriation; transfert langagier
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URL: http://hdl.handle.net/1866/10099
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| 19 |
Native Language Effects on Spelling in English as a Foreign Language: A Time-Course Analysis
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In: Canadian Journal of Applied Linguistics, Vol 16, Iss 1, Pp 51-68 (2013) (2013)
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What Is the Role of L1 in L2 Acquisition?
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In: Studies in Literature and Language; Vol 7, No 2 (2013): Studies in Literature and Language; 31-39 ; 1923-1563 ; 1923-1555 (2013)
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