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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 21 – 40 of 54 21 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 BASE Show details 22 The children's acquisition of shenme in Mandarin Chinese Liao, Min. - : Sydney, Australia : Macquarie University, 2014 BASE Show details 23 Design and Evaluation of English Oral Communication Course at Kansai University Kimura Mary E. O.; Kimura Bert Y.; Kubota Kenichi. - : 関西大学, 2014 BASE Show details 24 Journey to the syllables’ world : intervention in phonological awareness Sacadura, Cátia; Gomes, Susana; Cardoso, Ricardo. - : Universidade do Minho. Centro de Investigação em Educação (CIEd), 2014 BASE Show details 25 MELODÍAS EN EL PROCESO DE DESARROLLO DE LA CAPACIDAD LECTORA Mª Carmen Fonseca-Mora In: Tonos Digital; NÚMERO 25 - JULIO 2013 (2013) BASE Show details 26 Els usos interpersonals o privats. Balanç i perspectives de futur ; Interpersonal or private language uses in Catalonia. A balance and future prospects Josep Maria Aymà Aubeyzon In: Treballs de Sociolingüística Catalana; Núm. 22 (2012): Els usos lingüístics a Catalunya: un estat de la qüestió; 59-72 (2013) BASE Show details 27 Apprendre une langue : les enjeux du « jeu intérieur » Brewer, Stephen-Scott In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013) BASE Show details 28 Developing phonemic awareness skills and reading readiness in kindergarten children Bolduc, Michelle D., 1986-. - : Central Connecticut State University;, 2012 BASE Show details 29 The acquisition of differential object marking in L2 Spanish learners Martoccio, Alyssa. - 2012 Abstract: This dissertation tests a grammatical structure, differential object marking (DOM), which is particularly difficult for L2 learners to acquire. DOM is a phenomenon in which some direct objects are morphologically marked to distinguish them from subjects (Comrie, 1979). In Spanish, animate and specific direct objects are marked with the preposition ‘a,’ as in Juan ve a María ‘Juan sees DOM María.’ DOM in Spanish has been found to be problematic for second language (L2) learners whose first language is English, with errors persisting after instructional intervention including positive and/or negative evidence (Bowles & Montrul, 2008; Bowles & Montrul, 2009a; Farley & McCollam, 2004; Guijarro-Fuentes & Marinis, 2007; Wiebe, 2004). Structures such as DOM in Spanish are not acquired quickly by L2 learners, and as such this structure is ideal for testing learners who have some prior knowledge of a structure, but who still make errors on the structure. This was the primary purpose of the current study. One way to improve learner acquisition of difficult structures is by increasing their awareness of these structures. The noticing hypothesis (Schmidt 1990, 1993, 1995, among others), maintains that noticing is necessary to learn target forms. Several studies have tested the noticing hypothesis using think-aloud protocols, in which participants speak their thoughts aloud while carrying out a task. These studies have found that in general higher levels of awareness correlate with increased acquisition of targeted forms (Alanen, 1995; Leow, 1997a, 1998a, 2001a, 2001b; Rosa & O’Neill, 1999). One way to increase awareness of grammatical structures in SLA is through explicit instruction and feedback, which have both generally been found to be effective (Li, 2010; Norris & Ortega, 2001; Russell & Spada, 2006; Spada & Tomita, 2010). This study tested 58 L2 learners of Spanish (L1 English), 27 with no prior knowledge of DOM, as shown by the pretest, and 31 with some prior knowledge, who still made comprehension and production errors with DOM, as shown by the pretest. Half of the learners in each group carried out computer administered explicit instruction and feedback, followed by two tasks, and half completed only the two tasks (comparison group). The study consisted of a pretest, posttest, delayed posttest design, with the posttest taking place one week after the pretest, and the delayed posttest two weeks later. The tasks were an oral picture description task and an untimed grammaticality judgment task, during which a subset of the participants completed think-aloud protocols. Results indicated that both instructed groups improved significantly more after instruction on the two tasks than the uninstructed groups, although not equally, with the instructed group with prior knowledge maintaining increases better than the instructed group without prior knowledge on the oral picture description task. Think-aloud protocols indicated that participants who demonstrated some level of awareness tended to have higher accuracy rates than those with no awareness of the structure, and that both instruction and prior knowledge were related with higher levels of awareness. Keyword: awareness; computer assisted language learning; differential object marking; instructed second language acquisition; personal a; prior knowledge; second language acquisition URL: http://hdl.handle.net/2142/31158 BASE Hide details 30 The role of the output in language learning Simoes, Antonio Roberto Monteiro. - : Vitória, Brazil: Editora do Centro de Línguas da Universidade Federal do Espírito Santo, 2012 BASE Show details 31 A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers Peters, J. Beryl. - 2011 BASE Show details 32 Beyond orality and literacy : reclaiming the sensorium for composition studies Huisman, Leo I.. - 2011 BASE Show details 33 Raising cultural awareness as part of EFL teaching in Japan Reimann, Andrew Neal. - : Australia : Macquarie University, 2011 BASE Show details 34 Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool Crume, Peter. - 2011 BASE Show details 35 台灣國小學童音韻遷移現象之研究 ; CROSS-LANGUAGE TRANSFER of PHONOLOGICAL AWARENESS in MANDARIN CHINESE-SPEAKING CHILDREN in TAIWAN 吳宇雯; Wu Yu-wen. - 2010 BASE Show details 36 English syllable confusion and imitation in Korean bilingual and monolingual children and adults Yoon, Sook-Youn. - 2010 BASE Show details 37 Phonological awareness and explicit instruction in an EFL classroom Tourn Travers, Leticia. In: CardinalScholar 1.0 (2009) BASE Show details 38 Facilitating Word-Learning Abilities in Children with Specific Language Impairment ... Zens, Naomi Katharina. - : University of Canterbury. Communication Disorders, 2009 BASE Show details 39 Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children Yang, Fang-Ying. - 2009 BASE Show details 40 Facilitating Word-Learning Abilities in Children with Specific Language Impairment Zens, Naomi Katharina. - : University of Canterbury. Communication Disorders, 2009 BASE Show details Page: 1 2 3

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