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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 "Because it's a little more my language": Metalinguistic cognition in young monolingual and bilingual children Iven, Isabella. - 2022 BASE Show details 2 Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies Mary, Latisha; Lemoine Bresson, Veronique; Choffat-Dürr, Anne In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021) BASE Show details 3 Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study Alqahtani, Rashed; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 4 The influence of phonological awareness on EFL pronunciation acquisition ... Łodzikowski, Kacper. - : Mendeley, 2019 BASE Show details 5 The influence of phonological awareness on EFL pronunciation acquisition ... Łodzikowski, Kacper. - : Mendeley, 2019 BASE Show details 6 Children's acquisition of Mandarin tones in context Tang, Ping. - : Sydney, Australia : Macquarie University, 2018 Abstract: Thesis by publication. ; "Department of Linguistics, ARC Centre of Excellence in Cognition and its Disorders, Faculty of Human Sciences, Macquarie University, Sydney, Australia" -- title page. ; Includes bibliographical references. ; Chapter One. Thesis introduction -- Chapter Two. Phonetic enhancement of Mandarin vowels and tones : infant-directed speech and Lombard speech -- Chapter Three. Acoustic realization of Mandarin neutral tone and tone sandhi in infant-directed speech and Lombard speech -- Chapter Four. Acquisition of speech syllables in tonal languages : acoustic evidence from neutral tone in Mandarin Chinese -- Chapter Five. The acquisition of phonological alterations : the case of the Mandarin tone sandhi process -- Chapter Six. The acquisition of Mandarin tonal processes by children with cochlear implants -- Chapter Seven. The representation of allophonic variants of tone sandhi in the developing lexicon -- Chapter Eight. Children with cochlear implants' representation of allophonic variants of tone sandhi -- Chapter Nine. Thesis discussion. ; Mandarin is a tonal language with four lexical tones and two contextual tones, i.e., neutral tone and tone sandhi, exhibiting tonal variations across contexts. Previous studies found that Mandarin-learning children acquire lexical tones early (before 3yrs.), but the neutral tone and tone sandhi are later acquired (after 4;6). Children with hearing impairment/cochlear implants (CIs) have problems in acquiring lexical tones unless implanted early or have long CI experience, since CIs do not transmit pitch information effectively; it is unclear how those implanted early perform on contextual tones. The general aim of this thesis was therefore to better understand the acquisition of contextual tones by both typically developing children and those with hearing impairment using acoustic, rather than perceptual measures. ; This thesis consisted of seven studies. Firstly, we examined how contextua ltones are realized in children's language input, i.e., infant-directed speech (IDS) and clear speech, where slower, hyperarticulated speech (as directed to children or possibly hearing impaired populations) might destroy the context for appropriate realization of contextual tones, thus potentially explaining the later acquisition of these tonal processes (Studies 1 & 2). However, our findings showed that the key features of contextual tones are well realized in both registers, suggesting that later acquisition is not due to the input. Next, we examined children's contextual tone productions in novel (rather than known) items, exploring when their knowledge of contextual tones becomes productive (Studies 3, 4 & 5). The results showed that (1) normal hearing 3-year-olds have already acquired productive knowledge of contextual tones, correctly producing tonal variations across contexts, though adult-like acoustic implementation is not fully mastered until age 5; (2) children with CIs face challenges in producing correct contextual tones, but early implantation (before age 2) facilitates lexical and contextual tonal acquisition. Finally, we tested children's perception of lexical tones and tone sandhi in novel compounds using a mispronunciation/eyetracking task (Studies 6 & 7). The results showed that, (1) all normal hearing participants could detect lexical tone mispronunciations, but none were sensitive to the novel compound tone sandhi mispronunciations; and (2) even detecting lexical tone mispronunciations was a challenge for the children with CIs. ; Taken together, the findings of this thesis suggest that contextual tones are not later acquired by normal hearing children, and acquiring typical contextual tones is possible for children with hearing impairment as long as they receive CIs early. ; Mode of access: World wide web ; 1 online resource (xii, 437 pages) diagrams, graphs, tables Keyword: Children -- Language; Chinese language -- Tone; cochlear implants; language acquisition; Mandarin Chinese; phonetics; Phonological awareness in children; tones URL: http://hdl.handle.net/1959.14/1278390 BASE Hide details 7 LINGÜÍSTICA DE CORPUS Y GRAMÁTICA INDUCTIVA: UNA APROXIMACIÓN Inmaculada Martínez Martínez In: Tonos Digital; NÚMERO 35 - JULIO 2018 (2018) BASE Show details 8 Sentence comprehension in monolingual and bilingual aphasia: evidence from behavioral and eye-tracking methods Arantzeta-Pérez, Miren. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 9 SECOND LANGUAGE READING INTERVENTIONS AND SOCIO-ECONOMIC STATUS: A REVIEW OF THE LITERATURE Alarie, Sara E.. - 2017 BASE Show details 10 "Kreyòl Pale, Kreyòl Konprann": Haitian Identity and Creole Mother Tongue Learning in Maténwa, Haiti Rachèle Delva. - : Westminster College, 2017 BASE Show details 11 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 12 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 13 Aspectos linguísticos emergentes em sessões de teletandem: uma análise a partir da conscientização da linguagem Franco, Gabriela Rossatto. - : Universidade Estadual Paulista (UNESP), 2016 BASE Show details 14 Levels of phonological awareness, working memory, and lexical knowledge in elementary school children Bandini, Heloisa Helena Motta; Santos, Flávia Heloísa; Souza, Deisy das Graças de. - 2016 BASE Show details 15 La pertinença lingüística: el cas de les Illes Balears ; Linguistic belonging: the case of the Balearic Islands Joan Melià Garí In: Treballs de Sociolingüística Catalana; Núm. 24 (2014): Les ideologies lingüístiques; 241-266 (2015) BASE Show details 16 Preschool predictors of early literacy acquisition in German-speaking children Fricke, Silke; Szczerbinski, Marcin; Fox-Boyer, Annette. - : John Wiley & Sons, Inc., 2015 BASE Show details 17 Instructor interview for Place-Based WAC/WID writing instruction in Hawaiian Studies, clip 9 of 11 Place-based WAC/WID Hui. - 2015 BASE Show details 18 Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014 BASE Show details 19 Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014 BASE Show details 20 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 BASE Show details Page: 1 2 3

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