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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 Hits 1 – 20 of 31 1 The effects of self-monitoring strategy use on the pronunciation of learners of English Ingels, Sue A.. - 2011 BASE Show details 2 Explicitness in CALL Feedback for Enhancing Advanced ESL Learners' Grammar Skills Kim, Doe-Hyung. - 2009 BASE Show details 3 Extensive Focus on Form, Text -Based Online Chat, and Second Language Learning Cho, Young Woo. - 2008 BASE Show details 4 The Influence of Pretask Instructions and Pretask Planning on Learners' Focus on Form During Task -Based Interaction Park, Sujung. - 2006 BASE Show details 5 Construct Validation of an Integrated, Process-Oriented, and Computerized English for Academic Purposes (Eap) Placement Test: A Mixed Method Approach Lee, Young-Ju. - 2005 BASE Show details 6 Second-Language Speech Learning: An Investigation of Auditory Word Priming Trofimovich, Pavel. - 2003 BASE Show details 7 Examining a Process -Oriented Writing Assessment in a Large -Scale ESL Testing Context Cho, Yeonsuk. - 2001 BASE Show details 8 Processing Kanji characters in reading Japanese as a Foreign Language Chiba, Hiroko Moriyama. - 1995 BASE Show details 9 Beyond computation in mathematics: An instructional study with third-grade bilingual Mexican American students Montes, Jane Ann. - 1994 BASE Show details 10 Effects of discourse signals and a structural advance organizer on Indonesian EFL learners' comprehension of expository texts Ridwan, Evy Chrysanti. - 1993 Abstract: The main interest of this study was to investigate whether the effects discourse signals which signalled the main ideas and a structural advance organizer which described the structure of the main ideas of expository texts would facilitate Indonesian EFL learners to understand and retain the main information from expository texts. For this purpose, four texts were manipulated into four conditions (or versions) each: (a) Condition A--texts provided with both discourse signals and a structural advance organizer, (b) Condition B--texts provided with discourse signals only, (c) Condition C--texts provided with a structural advance organizer only, and (d) Condition D--texts provided with neither discourse signals nor a structural advance organizer. In addition, how Indonesian EFL students and teachers rated each text condition was also explored. ; One hundred and fifty-seven junior college students participated in this study. Each of them read four different texts and conditions. Thirty-three EFL teachers participated in the rating. As measured by written summaries and by responses to main-idea questions, the presence of both discourse signals and a structural advance organizer generally facilitated the retention of the main ideas. Discourse signals were also found to help most students retain the main ideas; however, a structural advance organizer was not as helpful. The ratings indicated that most students were unaware of the function of discourse signals and a structural advance organizer, while in general teachers were aware that these two factors would help students retain the main ideas in expository texts. Keyword: Education; Educational Psychology; Language and Literature; Reading URL: http://hdl.handle.net/2142/19735 BASE Hide details 11 Second language acquisition as the control of non-primary linguistic perception: A critique of research and theory Judd, Joel Bennett. - 1992 BASE Show details 12 A review of the state-process and punctual-nonpunctual distinctions in children's acquisitions of verbs Cziko, Gary A. In: First language. - London [u.a.] : SAGE Publ. 9 (1989) 25, 1-31 BLLDB Show details 13 Of verbs, universals and language acquisition research : a reply to Bickerton, Kuczaj and Weist Cziko, Gary A. In: First language. - London [u.a.] : SAGE Publ. 9 (1989) 25, 51-56 BLLDB Show details 14 An application of item response theory to language testing: Model-data fit studies Choi, Inn-Chull. - 1989 BASE Show details 15 Sammelaufnahme (Collective entry) Galligan, Roslyn (Mitarb.); Golinkoff, Roberta Michnick (Mitarb.); Hirsh-Pasek, Kathy (Mitarb.)... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 14 (1987) 1, 1-56, 79-200 BLLDB Show details 16 Testing the language bioprogram hypothesis : a review of children's acquisition of articles Cziko, Gary A. In: Language. - Washington, DC : Linguistic Society of America 62 (1986) 4, 878-898 BLLDB Show details 17 Determining the reliability, validity, and scalability of the graduated dictation test Fouly, Kamal A.; Cziko, Gary A. In: Language learning. - Hoboken, NJ : Wiley 35 (1985) 4, 555-566 BLLDB Show details 18 Some problems with empirically-based models of communicative competence Cziko, Gary In: Applied linguistics. - Oxford : Oxford Univ. Press 5 (1984) 1, 23-38 BLLDB Show details 19 The construction and analysis of short scales of language proficiency : classical psychometric, latent trait, and nonparametric approaches Cziko, Gary A.; Lin, Nien-Hsuan Jennifer In: Teachers of English to Speakers of Other Languages. TESOL quarterly. - Hoboken, NJ : Wiley 18 (1984) 4, 627-647 BLLDB Show details 20 Some Problems with Empirically-based Models of Communicative Competence CZIKO, GARY. - : Oxford University Press, 1984 BASE Show details Page: 1 2

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