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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 1 – 20 of 54 1 Creative Multilingualism: A Manifesto Kohl, Katrin M. (Katrin Maria), 1956-; Dudrah, Rajinder Kumar; Gosler, Andrew. - 2022 BASE Show details 2 Creative multilingualism : a manifesto Dudrah, Rajinder Kumar (Herausgeber); Reynolds, Matthew (Herausgeber); Kohl, Katrin (Herausgeber). - Cambridge, UK : Open Book Publishers, 2020 BLLDB UB Frankfurt Linguistik Show details 3 Multilingualism and Creativity in World Literature Ouyang, Wen-Chin. - : OpenBookPublishers, 2020 BASE Show details 4 Introducing Creative Multilingualism Kohl, Katrin; Ouyang, Wen-Chin. - : OpenBookPublishers, 2020 BASE Show details 5 Creative Multilingualism : A Manifesto Kohl, Katrin; Dudrah, Rajinder; Gosler, Andrew. - : OpenBookPublishers, 2020 BASE Show details 6 Vocabulary learning through listening: which words are easier or more difficult to learn and why? Graham, Suzanne; Zhang, Pengchong. - : Routledge, 2020 Abstract: This chapter discusses the impact of three types of aural lexical focus-on-form vocabulary explanations (L2-only, codeswitched, and contrastive focus-on-form) in relation to the learning and retention of words of different concreteness levels and across different word classes. Learners completed aural vocabulary pre-, post- and delayed post-test measuring vocabulary knowledge of 43 target words including 18 nouns, 13 verbs, and 12 adjectives. Results showed that for short-term learning, CFoF seemed to be the most balanced teaching approach for words at different concreteness levels, followed by the L2 approach. The CS approach was the most helpful for the abstract words. While the CFoF approach was better than the CS approach for learning the adjectives, the CS approach was more beneficial than the CFoF approach for the verbs and nouns. For long-term retention, both CFoF and CS seemed to be balanced teaching approaches, yet the L2 approach was the most beneficial for the concrete words. The CFoF and L2 approaches were more beneficial than the CS approach for the nouns and adjectives, while the CS approach was more helpful than the CFoF and L2 approaches for the retention of the verbs. The study concludes by discussing the pedagogical implications of these findings. URL: https://centaur.reading.ac.uk/87194/1/Chapter%203%20Vocabulary%20learning%20through%20listening%20-%20Which%20words%20are%20easier%20or%20more%20difficult%20to%20learn%20and%20why.pdf https://centaur.reading.ac.uk/87194/ BASE Hide details 7 Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency Zhang, Pengchong; Graham, Suzanne. - : Wiley, 2020 BASE Show details 8 Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning ... Pengchong Zhang; Graham, Suzanne. - : Figshare, 2019 BASE Show details 9 Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning ... Pengchong Zhang; Graham, Suzanne. - : Figshare, 2019 BASE Show details 10 Supplemental_materials_LTR – Supplemental material for Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning ... Pengchong Zhang; Graham, Suzanne. - : SAGE Journals, 2019 BASE Show details 11 Supplemental_materials_LTR – Supplemental material for Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning ... Pengchong Zhang; Graham, Suzanne. - : SAGE Journals, 2019 BASE Show details 12 Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change Harris, Richard; Graham, Suzanne. - : Taylor & Francis, 2019 BASE Show details 13 Early Language Learning : The Impact of Teaching and Teacher Factors Graham, Suzanne [Verfasser]; Courtney, Louise [Verfasser]; Marinis, Theodoros [Verfasser]. - Konstanz : Bibliothek der Universität Konstanz, 2017 DNB Subject Category Language Show details 14 Early language learning: the impact of teaching and teacher factors Courtney, Louise; Marinis, Theo; Graham, Suzanne. - : Wiley, 2017 BASE Show details 15 Motivational trajectories for early language learning across the primary–secondary school transition Graham, Suzanne [Verfasser]; Courtney, Louise [Verfasser]; Tonkyn, Alan [Verfasser]. - Konstanz : KOPS Universität Konstanz, 2016 DNB Subject Category Language Show details 16 Individual Differences in Early Language Learning : a Study of English Learners of French Courtney, Louise [Verfasser]; Graham, Suzanne [Verfasser]; Tonkyn, Alan [Verfasser]. - Konstanz : KOPS Universität Konstanz, 2015 DNB Subject Category Language Show details 17 Individual Differences in Early Language Learning : a Study of English Learners of French Courtney, Louise; Graham, Suzanne; Tonkyn, Alan... In: Applied Linguistics ; 38 (2015), 6. - S. 824-847. - ISSN 0142-6001. - eISSN 1477-450X (2015) BASE Show details 18 Selective listening in L2 learners of French Graham, Suzanne; Santos, Denise In: Language awareness. - Abingdon : Routledge 22 (2013) 1, 56-75 OLC Linguistik Show details 19 Survival analysis Willett, John B.; Singer, Judith D.; Graham, Suzanne E. In: Research methods in psychology (Hoboken, New Jersey, 2013), p. 595-627 MPI für Psycholinguistik Show details 20 Michael Rost, 2011, Teaching and Researching Listening. Longman, 407 pages, ISBN: 9781408205075 Graham, Suzanne In: International journal of applied linguistics. - Oxford [u.a.] : Blackwell 22 (2012) 3, 420-423 OLC Linguistik Show details Page: 1 2 3

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