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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...105 106 107 108 109 Hits 2.161 – 2.177 of 2.177 2161 Context based meaning extraction by means of markov logic Imran Sarwar Bajwa In: http://www.cs.bham.ac.uk/~isb855/papers/2010 - Meaning Extraction - IJCTE 2(1).pdf BASE Show details 2162 Assessing ESL Students ’ Awareness and Application of Metacognitive Strategies in Comprehending Academic Materials Graceful Onovughe; Adedipe; Temidayo Hannah BASE Show details 2163 CONSCIOUS INVESTIGATION AND EWESTIGATIVE-ORIENTED LEARNING (IOL) IN LANGUAGE TEACHING In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_14.pdf BASE Show details 2164 Universidade Federal do Pampa – Rio Grande – Rio Grande do Sul – Brasil Linguagem E Cognição; Redescrição Representacional; Aline Lorandi... In: http://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/download/10590/7415/ BASE Show details 2165 Online Plurilingual Interaction in the Development of Language Awareness Maria Helena In: http://galanet.eu/publication/fichiers/Sa+and+Melo_en.pdf BASE Show details 2166 Linguistic Proficiency and Strategies on Reading Performance in English Seyed Hassan Talebi In: http://www.e-iji.net/dosyalar/iji_2015_1_4.pdf BASE Show details 2167 Original Contribution CULTURAL STUDIES IN THE FRAMEWORK OF ENGLISH LANGUAGE TEACHING A. Arnaudova In: http://tru.uni-sz.bg/tsj/vol4n4_2006/arnaudova a.pdf BASE Show details 2168 EFL Learners Setting Foot on American Land for the First Time Thao Lê; Quynh Lê; Ai-hwa Chen In: http://www.educ.utas.edu.au/users/tle/JOURNAL/issues/2008/26-4.pdf BASE Show details 2169 Awareness: Word Awareness in English and Japanese Users of Chinese as a Second Language Benedetta Bassetti In: http://www.bisal.bbk.ac.uk/publications/volume2/pdf/article1pdf/ BASE Show details 2170 THE POETICS OF EVERYDAY LANGUAGE DR. GEOFF. HALL* Key Words In: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_07.pdf BASE Show details 2171 Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment Mohsen Mahdavi; Majid Mehrabi In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias Abstract: Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ABSTRACT: The importance of language learner strategies, metacognitive awareness of these strategies, and reading comprehension has been well documented in the first as well as second language research. By contrast, little investigations have been conducted to highlight the role of these components, especially language learners ’ metacognitive knowledge or awareness of strategies, in the foreign language learning contexts; most notably in “input-poor ” environments. The study aimed at investigating the frequency of the use and types of reading strategies employed by Iranian EFL university students in an input-poor environment. In doing so, a questionnaire, namely the Survey of Reading Strategies (SORS) was administrated to 144 EFL students at Tonekabon Islamic Azad University, Iran. The analyses of the SORS through using descriptive statistics showed that these students were almost moderately aware of reading strategies. They most frequently used Problem-solving strategies (Mean = 2.67), followed by Global strategies (Mean = 2.54) and Support strategies (Mean = 2.40). Based on the results, several implications and suggestions for further research are offered for improving EFL learners ’ metacognitive awareness of reading strategies in an input-poor environment where conscious attention to learner strategies certainly merits closer consideration than unconscious acquisition caused by exposure to ample foreign language input outside the Keyword: Input-poor Environment; Language Learner Strategies; Learner Autonomy; Metacognition; Metacognitive Awareness; Metacognitive Strategy Instruction; Self-regulation; Strategic-based instruction URL: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.681.283 BASE Hide details 2172 Spelling well despite developmental language disorder: what makes it possible? Rakhlin, Natalia (authoraut); Cardoso-Martins, Cláudia (authoraut); Kornilov, Sergey A (authoraut). BASE Show details 2173 Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Wagner, Richard K (authoraut); Rashotte, Carol A (authoraut); Torgesen, Joseph K (authoraut). BASE Show details 2174 Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills. Phillips, Beth M (authoraut); Wyatt, Marcy A (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 2175 A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Swanson, Elizabeth (authoraut); Wanzek, Jeanne (authoraut); Petscher, Yaacov (authoraut). BASE Show details 2176 Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills. Lerner, Matthew D (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 2177 Un modelo de enfoque plurilingüe para la enseñanza de la lengua en la escuela Martín Peris, Ernesto. - : Universidade do Porto BASE Show details Page: 1...105 106 107 108 109

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