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LEARNER NEEDS RECOGNITION AS A REQUIREMENT IN MODERN LANGUAGE EDUCATION ... : УЧАЩИЕСЯ ТРЕБУЕТСЯ ПРИЗНАНИЕ КАК ТРЕБОВАНИЕ В СОВРЕМЕННОМ ЯЗЫКОВОМ ОБРАЗОВАНИИ ...
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Identifying Children’s Language Learning Strategies: Turkish Example
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 30, 2018, pags. 43-56 (2018)
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Welche Strategien verfolgen Biologielehrerinnen und Biologielehrer im Umgang mit sprachlicher Heterogenität in der Sekundarstufe I?
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Authentizität und Lernen - das Fach in der Fachdidaktik. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Berlin 2015
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Maurer, Christian Hrsg.. - : Universität Regensburg, 2016. : Regensburg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Regensburg : Universität Regensburg 2016, 610 S. - (Gesellschaft für Didaktik der Chemie und Physik; 36) (2016)
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Cumulative Semantic Interference and Lexical Learning in Children
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In: Monique Charest (2016)
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The Impact of Mentoring
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In: Georgia Southern University Research Symposium (2015)
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The Impact of Mentoring
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In: Art Faculty Presentations (2015)
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Student interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 5 of 13
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 10
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Student interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 5 of 13
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 14
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Learning from the Teaching Practices of Successful Teachers of Latina and Latino Students
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In: All Graduate Theses and Dissertations (2015)
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Blogging and online collaborative discovery learning - making a case for a successful group-tracking technique
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In: University of Wollongong in Dubai - Papers (2013)
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Individual Factors and Successful Learning in a Hybrid Course
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In: World Languages Faculty Publications and Presentations (2012)
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Personality traits and success in foreign language acquisition ...
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Gestures as a Potential Cue to Children's Verb Learning
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Abstract:
SSHRC Awarded IG 2012: Verbs are harder than nouns for children to learn. This research project will test two central hypotheses about verb learning in children: First, in experimental situations, children benefit from co-speech gesture as shown by enhanced verb learning. Second, in everyday interaction, children use the co-speech gesture they observe to discern the meaning of verbs. Evaluation of these claims will enable us to identify the effectiveness of co-speech gesture as a support for a particularly challenging area of language acquisition. We have designed both experimental and observational studies to address our central questions: First, can children use gestures to support verb learning? Second, do children use gestures to support verb learning? We anticipate that the results of these studies will reveal that co-speech gesture can be used experimentally to enhance verb learning, and further that children whose parents use co-speech gesture have a linguistic advantage.
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Keyword:
2012; Adolescents; Child; Communications; Gesture; IG; Insight Grant; Language acquisition; Learning; Linguistics; Psychology; SSHRC Grants; Successful SSHRC Grant; Verbs
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URL: https://era.library.ualberta.ca/items/79a3a723-75d8-41c7-bb33-a6f88935a52a
https://doi.org/10.7939/R3X868
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Gestures as a potential cue to children's verb learning
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In: Elena Nicoladis (2011)
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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Engaging the Community in University Teaching: A Cultural Approach to Sustainability of Effective Learning
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In: EDU-COM International Conference (2008)
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