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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 4 5 6 7 8 9...25 Hits 81 – 100 of 494 81 Do all students understand the same message? High school teachers' use of non-literal expressions Richards, Munogaree. - : Victoria University of Wellington, 2017 BASE Show details 82 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 83 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 84 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 85 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 86 O conhecimento explícito da língua : a oração relativa na aula de Português e Latim Almeida, Ana Margarida Abreu de. - 2016 Abstract: O presente relatório diz respeito à Prática de Ensino Supervisionada (PES) em Português, desenvolvida na Escola Secundária José Gomes Ferreira, e em Línguas Clássicas, no Colégio de São Tomás, durante o ano letivo de 2014/15. O relatório é constituído por duas partes fundamentais. Na primeira parte, encontra-se a fundamentação teórico-didática relativa ao tema trabalhado na PES, i.e., o estudo da oração subordinada adjetiva relativa, com recurso a uma metodologia específica (sobretudo na aula de Português) – a oficina gramatical. Nesta o aluno segue métodos de trabalho característicos da investigação científica, aprendendo pela descoberta. A oficina gramatical contempla diversas fases: observação de dados, formulação de hipóteses, teste das hipóteses por meio de atividades de manipulação de dados, validação das hipóteses, elaboração de generalizações gramaticais, realização de exercícios de treino e, por fim, avaliação das aprendizagens. A segunda parte do relatório apresenta a descrição e a reflexão crítica sobre as aulas observadas e lecionadas nas duas escolas cooperantes: no caso do Português, as aulas são relativas ao 10.º ano de escolaridade, e no caso do Latim, ao 9.º ano de escolaridade. Procurou-se promover, em ambas as disciplinas, uma atitude de reflexão sobre a língua. No caso concreto do Português, essa reflexão foi orientada com vista à tomada de consciência de diferenças entre estruturas da variedade padrão e de variedades não padrão. ; This report refers to my Supervised Teaching Practice in the Portuguese Language developed at Escola Secundária José Gomes Ferreira and in Classical Languages at Colégio de São Tomás during the school year of 2014/15. The report has two main parts. In the first one I present the theoretical and didactic explanation related to the subject of my Supervised Teaching Practice, i.e., the study of the relative clause using a specific methodology (mainly in the Portuguese lessons) – grammar lab. In the grammar lab the student follows a typical method of scientific research – learning by discovery. The grammar lab is developed in several stages: observation of data, hypothesizing, applying the hypothesis to practical exercises, validation of the hypothesis, construction of general grammatical rules, completion of practical activities and to finalize the learning assessment. The second part of this report describes and reflects on the observed and taught lessons at both schools: the Portuguese lessons refer to the tenth grade, and the Latin lessons to the ninth grade. In both subjects an attitude of reflection on language was pursued and promoted. The aforementioned reflection promoted awareness of differences between the standard variety of Portuguese and non-standard varieties. Keyword: Aprendizagem pela descoberta; Conhecimento explícito da língua; Domínio/Área Científica::Humanidades::Línguas e Literaturas; Ensino de Português e Latim; Grammar lab; Language awareness; Learning by discovery; Oficina gramatical; Oração subordinada adjetiva relativa; Portuguese and Latin Teaching; Prática de Ensino Supervisionada; Relative clause; Supervised Teaching Practice URL: http://hdl.handle.net/10362/18357 BASE Hide details 87 Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade Coutinho, Ana Maria. - 2016 BASE Show details 88 Consciência fonológica na Língua de Sinais Brasileira (Libras) em crianças e adolescentes surdos com início da aquisição da primeira língua (Libras) precoce ou tardio Cruz, Carina Rebello. - 2016 BASE Show details 89 Sprachenbilder Dreo, Klara. - 2016 BASE Show details 90 The Within- and Cross-language Role of Syntactic Awareness in Reading Comprehension Among French Immersion Students Sohail, Juwairia. - 2016 BASE Show details 91 The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement Leinen, Amy. - 2016 BASE Show details 92 Sprachvariation und Sprachreflexion in interkulturellen Kontexten Peschel, Corinna; Runschke, Kerstin. - Frankfurt am Main [u.a.] : Lang, 2015 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 93 The metalinguistic dimension in instructed second language learning Nogués Meléndez, Cristina; Roehr-Brackin, Karen (Herausgeber); Tellier, Angela. - Sydney : Bloomsbury, 2015 BLLDB UB Frankfurt Linguistik Show details 94 Sprachvariation, Sprachwissen, Habitus : eine qualitative/quantitative Analyse am Beispiel der Stadt Essen Kohlscheen, Jörg. - 2015 BLLDB UB Frankfurt Linguistik Show details 95 Sprachdidaktik Deutsch : eine Einführung Steinig, Wolfgang; Huneke, Hans-Werner. - Berlin : Erich Schmidt Verlag, 2015 BLLDB UB Frankfurt Linguistik Show details 96 Early literacy development in deaf children Trezek, Beverly J.; Mayer, Connie. - Oxford : Oxford University Press, 2015 BLLDB UB Frankfurt Linguistik Show details 97 Crosslinguistic influence and crosslinguistic interaction in multilingual language learning Kresic, Marijana (Herausgeber); De Angelis, Gessica (Herausgeber); Jessner, Ulrike (Herausgeber). - Sydney : Bloomsbury Academic, 2015 BLLDB UB Frankfurt Linguistik Show details 98 The Cambridge handbook of child language Naigles, Letitia R. (Herausgeber); Bavin, Edith Laura (Herausgeber). - Cambridge : Cambridge University Press, 2015 BLLDB UB Frankfurt Linguistik Show details 99 International perspectives on English as a lingua franca : pedagogical insights Bowles, Hugo (Herausgeber); Cogo, Alessia (Herausgeber). - Basingstoke : Palgrave Macmillan, 2015 BLLDB UB Frankfurt Linguistik Show details 100 Why kids can't read : continuing to challenge the status quo in education Blaunstein, Phyllis (Herausgeber); Riccards, Patrick R. (Herausgeber); Lyon, Reid (Herausgeber). - London : Rowman & Littlefield, 2015 BLLDB UB Frankfurt Linguistik Show details Page: 1 2 3 4 5 6 7 8 9...25

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