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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 46 1 Test zur Erfassung der phonologischen Bewusstheit und der Bennunngsgeschwindigkeit (TEPHOBE) : Manual ; mit vier Testkarten, mit Audio-CD mit Testinstruktion Mayer, Andreas. - München [u.a.] : Reinhardt, 2016 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 2 Kinder sprechen über (ihre) Mehrsprachigkeit : theoretische Überlegungen und eine qualitative Studie zu Perspektiven mehrsprachig aufwachsender Grundschülerinnen und Grundschüler Groskreutz, Angela. - Frankfurt am Main : Peter Lang Edition, 2016 BLLDB UB Frankfurt Linguistik Show details 3 Nonverbal delivery in speaking assessment : from an argument to a rating scale formulation and validation Pan, Mingwei. - Singapore : Springer, 2016 BLLDB UB Frankfurt Linguistik Show details 4 POSTGRADUATE STUDENTS ACADEMIC WRITING:CORRECTIVE FEEDBACK STRATEGIES BELYAEVA ELENA GENNADYEVNA. - : Негосударственное высшее профессиональное образовательное учреждение Уральский гуманитарный институт, 2016 BASE Show details 5 Особенности формирования межкультурной коммуникативной компетенции при обучении китайскому языку КОРНЕЕВА ЛАРИСА ИВАНОВНА; МА ЖУНЮЙ. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Уральский государственный педагогический университет», 2016 BASE Show details 6 ПРОБЛЕМЫ ФОРМИРОВАНИЯ КОММУНИКАТИВНОЙ КУЛЬТУРЫ ЛИЧНОСТИ ИГНАТЕНКО ИРИНА ИВАНОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2016 BASE Show details 7 Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay Hauck, Jan David. - : eScholarship, University of California, 2016 In: Hauck, Jan David. (2016). Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay. UCLA: Anthropology 0063. Retrieved from: http://www.escholarship.org/uc/item/7931r6fh (2016) BASE Show details 8 Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay Hauck, Jan David. - : eScholarship, University of California, 2016 BASE Show details 9 Disentangling French tongues in a German classroom Wottawa, Jane; Adda-Decker, Martine In: New Sounds ; https://hal.archives-ouvertes.fr/hal-01406327 ; New Sounds, Jun 2016, Aarhus, Denmark (2016) BASE Show details 10 Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates ... Wright, Janette Maria. - : Griffith University, 2016 BASE Show details 11 ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ МОДЕЛИ МИРА ИСТОРИЧЕСКОГО ПРОШЛОГО ... : FEATURES OF THE DEVELOPMENT OF LINGUISTIC WELTBILD OF THE HISTORICAL PAST ... Миньяр-Белоручева, А.П.; Княжинская, Е.В.. - : Международный научно-исследовательский журнал, 2016 BASE Show details 12 O conhecimento explícito da língua : a oração relativa na aula de Português e Latim Almeida, Ana Margarida Abreu de. - 2016 BASE Show details 13 A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions ... Suggate, Sebastian. - : Universität Regensburg, 2016 BASE Show details 14 Putting grammar in its place: interactions and identity in a Master of TESOL course Neilsen, Roderick. - : Sense Publishers, 2016 Abstract: This chapter reports on the development of language awareness and second language identities of a cohort of Chinese TESOL teachers that arose as a result of incidental classroom interactions during a TESOL Masters course in Australia. The experiences of such interactions appeared to help the Chinese teachers make stronger connections between form and meaning, and, while they also reflected deeply on the pedagogies of grammar, they gained a wider view of language teaching and learning that included pragmatic and sociolinguistic awareness. The impact of cultural and educational exchanges and the resulting formations of second language identities is an emerging focus of research (Benson, Barkhuizen, Bodycott and Brown, 2013). In the field of TESOL, such movements and exchanges are creating opportunities to develop a richer discourse, by drawing on diverse traditions of professionalism in different communities and contexts, and calls are increasingly being made for a plural professional knowledge and more inclusive relationships (Canagarajah, 2005; Holliday, 2005; Widdowson, 2004). The People’s Republic of China has been one of the major contributors to student and teacher mobility in recent years; English language is now a priority subject in China, and all students entering university must take the English college test whether they intend to major in English or not, and therefore there has been much interest in upskilling cohorts of Chinese teachers of English to meet this demand. An increasingly typical initiative is to award scholarships to gain professional qualifications in English-speaking countries. A cohort of English teachers from Jiangsu province, China, is the focus of the present study. During their Masters in TESOL course in Queensland, Australia, they experienced interactions with native speakers inside and outside of the classroom. As their course lecturer for several TESOL units, I was interested in the nature of the incidental language awareness arising from course activities with their native-speaking peers. I was also interested in whether they felt that these experiences had implications for their sense of identity in a second language. The following sections therefore discuss the key themes: interaction in higher education contexts, language awareness, and second language identities. Keyword: higher education; language awareness; second language identity; TESOL URL: http://hdl.handle.net/10536/DRO/DU:30083962 BASE Hide details 15 Phonics, Phonemic Awareness, and Phonological Awareness—Oh My! Sharp, L. Kathryn In: ETSU Faculty Works (2016) BASE Show details 16 The development of knowledge about language in teacher training: what works? Neilsen, Roderick. - : Faculty of Humanities and Social Sciences, University of Rijeka, 2016 BASE Show details 17 Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates Wright, Janette Maria. - : Griffith University, 2016 BASE Show details 18 Focus on local diversity and learn about global community: Incorporating Diversity and Social Justice into Japan’s English language education Yamada, Mieko In: Sociology Faculty Presentations (2016) BASE Show details 19 Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey ; Language and intercultural communication Basílio, Daniel; Araújo e Sá, M. H.; Simões, Ana Raquel. - : Taylor and Francis, 2016 BASE Show details 20 Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey Basílio, Daniel; Araújo e Sá, Maria Helena; Simões, Ana Raquel. - : Taylor & Francis (Routledge), 2016 BASE Show details Page: 1 2 3

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