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Hétérogénéité des pratiques et du lexique métalinguistiques en classe de FLE/S
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In: ISSN: 1638-5748 ; EISSN: 1638-573X ; CORELA - COgnition, REprésentation, LAngage ; https://hal.archives-ouvertes.fr/hal-03545335 ; CORELA - COgnition, REprésentation, LAngage, CERLICO-Cercle Linguistique du Centre et de l'Ouest (France), 2020, Métalinguistiques. Frontières, passages, dissensions., ⟨10.4000/corela.11653⟩ (2020)
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Language Education for Ab Initio Flight Training: A Plan Going Forward
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In: Publications (2020)
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Emoción, percepción, producción: un estudio psicolingüístico para detectar emociones en el habla
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| 4 |
Hétérogénéité des pratiques et du lexique métalinguistiques en classe de FLE/S
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In: Corela, Vol 31 (2020) (2020)
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La hiérarchisation des accents en français, entre représentations et réalité : étude de perception d’accents natifs et non natifs en Suisse romande
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Didelot, Marion. - : Institut canadien de recherche sur les minorités linguistiques / Canadian Institute for Research on Linguistic Minorities, 2019. : Érudit, 2019
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| 6 |
Assessing Cognitive Interview Mnemonics and Their Effectiveness with Non-Native English Speakers
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In: FIU Electronic Theses and Dissertations (2019)
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| 7 |
The Use of Speech Acts by Native and Non-Native Guests in Ellen Show: A Comparative Study
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In: Rainbow: Journal of Literature, Linguistics and Culture, Vol 8, Iss 2, Pp 32-40 (2019) (2019)
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SPEECH MODIFICATION TO NON-NATIVE SPEAKERS AND CONTENT DILUTION: IMPLICATIONS FOR ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) ...
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Distance Learning and the Non-Native English Speaker: A Correlational Study
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In: Doctoral Dissertations and Projects (2018)
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SPEECH MODIFICATION TO NON-NATIVE SPEAKERS AND CONTENT DILUTION: IMPLICATIONS FOR ENGLISH AS A MEDIUM OF INSTRUCTION (EMI)
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| 11 |
An acoustic and comparative study of Luxembourgish vowels ; Une étude acoustique et comparative sur les voyelles du luxembourgeois
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In: https://tel.archives-ouvertes.fr/tel-01720060 ; Linguistique. Université Sorbonne Paris Cité, 2017. Français. ⟨NNT : 2017USPCA078⟩ (2017)
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| 12 |
Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512 (2017)
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| 13 |
Languages, Cultures, Media
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In: https://hal.archives-ouvertes.fr/hal-01412764 ; France. Langages (18), Université Savoie Mont-Blanc, pp.361, 2016, 978-2-919732-75-3 (2016)
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To what extent is critical thinking affected by language demands in a level seven technical degree course?
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| 15 |
To what extent is critical thinking affected by language demands in a level seven technical degree course?
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| 16 |
To what extent is critical thinking affected by language demands in a level seven technical degree course?
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Abstract:
Critical thinking can be said to be among the louder ‘buzz phrases’ in education in the 21st century. Both critical thinking and communication are key employability skills. Whilst there is a body of research on critical thinking, and its role in pedagogy, there seems to be a dearth of research linking second language ability and critical thinking. This area probably needs further examination given that it relates to subject specific discourse. Moreover the debate about domain-specific and generalist critical thinking skills is arguably impacted by language in ways that could disadvantage non-native English speakers in their assessed work. This research, carried out with Automotive students in New Zealand, suggests the language support currently given on a Bachelor level course in Automotive may not be adequate, and might need to be made available in different ways because perceptions of language ability may impact on success. The findings from this project suggest that automotive students might in fact prefer more language support. This information would be useful for course designers and facilitators at institutions elsewhere, particularly where courses might attract large numbers of non-native speakers either as international or domestic students. In either case, their perceived needs and expectations on the level of language support required to succeed are a focal point of this project.
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Keyword:
130213 Vocational Education and Training Curriculum and Pedagogy; automotive education; Bachelor of Applied Technology (BAT); critical thinking; graduate employability; language support; New Zealand; non-native speakers of English; TVET students; vocational education
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URL: https://hdl.handle.net/10652/3680
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It is "broken" and "accented": Non-native English-speaking (NNES) Graduate Students' Perceptions toward NNES Instructors' English
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In: Open Access Dissertations (2016)
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TAIWANESE UNIVERSITY STUDENTS’ ATTITUDES TO NON-NATIVE SPEAKERS ENGLISH TEACHERS
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In: TEFLIN Journal, Vol 27, Iss 1, Pp 46-62 (2016) (2016)
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| 19 |
Raspberry, not a car: context predictability and a phonological advantage in early and late learners’ processing of speech in noise ...
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Gor, Kira. - : Digital Repository at the University of Maryland, 2014
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| 20 |
Raspberry, not a car: context predictability and a phonological advantage in early and late learners’ processing of speech in noise
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