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1
Visual-gestural communication : a workbook in nonverbal expression and reception
Conley, Willy. - London : Routledge, 2019
BLLDB
UB Frankfurt Linguistik
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2
Étudier des numérations orales en classe : quels savoirs mathématiques et langagiers ?
In: Au fil des maths ; https://hal.archives-ouvertes.fr/hal-01870517 ; Au fil des maths, APMEP, 2018 (2018)
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3
The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language
Rufsvold, Ronda L.. - : Columbia University, 2018
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4
ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
In: Certificate of Advanced Studies (CAS) in Literacy (2018)
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5
Phonological awareness training in Down Syndrome ; Estimulação da consciência fonológica na Síndrome de Down
In: Letras de Hoje; Vol 53, No 1 (2018): Language in a Psycho/Neurolinguistic and Cognitive Neuroscience perspective; 166-176 ; 1984-7726 ; 0101-3335 ; 10.15448/1984-7726.2018.1 (2018)
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6
Comparing first and second language reading: the use of metacognitive strategies among Norwegian students
In: Acta Didactica Norge; Vol 12, No 2 (2018); Art. 4, 27 sider ; 1504-9922 (2018)
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7
Tredjespråksinlärning och metalingvistisk medvetenhet - ett didaktiskt perspektiv
Johansson, Annika. - : Stockholms universitet, Nederländska, 2018
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8
"Try not to cry" - Memes, Männlichkeit und Emotionen: zur Entstehung von Affektstrukturen in digitalen Bildpraktiken
In: kommunikation @ gesellschaft ; 19 ; 29 ; Originalität und Viralität von (Internet-)Memes (2018)
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9
Pratiques et représentations linguistiques des étudiants de la faculté des Langues appliquées de l’Université française d’Égypte et de leur famille
Julien-Kamal, Catherine. - : ACEDLE, 2018. : Recherches en didactique des langues et des cultures, 2018
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10
Making Adolescents’ Diverse Communicative Repertoires Visible: A Creative Inquiry-Based Approach to Preparing Teachers to Work with (Im)migrant Youth
Prasad, Gail. - : UGA Éditions/Université Grenoble Alpes, 2018. : Lidil, 2018
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11
Enseigner une langue vivante étrangère à l'école (cycle 3)
Beaucamp, Jacques. - : ACEDLE, 2018. : Recherches en didactique des langues et des cultures, 2018
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12
Variação linguística e ensino de português, língua não materna: o caso dos pronomes átonos
Costa, Ana Luísa. - : Insttuto Politécnico de Setúbal, Escola Superior de Educação, 2018
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13
Consciência fonológica em crianças com perturbações de linguagem: atraso no desenvolvimento da linguagem e perturbação específica do desenvolvimento da linguagem
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14
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
In: Australian Journal of Teacher Education (2018)
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15
Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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16
Sociocultural Aspect of Teaching Slovene as a Foreign Language at Polish Universities ; Pouk slovenščine kot tujega jezika z vidika sociokulturnih vsebin na izbr anih univerzah na poljskem
In: Zeszyty Cyrylo-Metodiańskie; Vol 6 (2017); 175 ; 2449-8297 (2018)
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17
Emerging “third space” and students’ identities in a heritage language classroom
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18
LINGÜÍSTICA DE CORPUS Y GRAMÁTICA INDUCTIVA: UNA APROXIMACIÓN
In: Tonos Digital; NÚMERO 35 - JULIO 2018 (2018)
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19
Attempts at raising awareness of language and learning through collaborative writing in college
In: Ilha do Desterro v.71 n.3 2018 (2018)
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20
THE EFFECT OF USING DISCOURSE ANALYSIS METHOD ON IMPROVING COGNITIVE AND AFFECTIVE SKILLS IN LANGUAGE AND LITERATURE TEACHING
In: European Journal of Education Studies; Volume 4, Issue 5, 2018 ; 2501 1111 (2018)
Abstract: The aim of this study is to identify the effect of using discourse analysis method on the skills of reading comprehension, textual analysis, creating discourse and use of language. In this study, the authentic test model with pre-test and post-test control group was used in order to determine the difference of academic achievement between experimental group, with which discourse analysis method in literature teaching was used and of control group, where traditional teaching methods used. Moreover, students’ opinions and thoughts on the use of discourse analysis method in literature teaching were also gathered. In the analysis of quantitative data, arithmetic mean, standard deviation, frequency, t-test for dependent samples and t-test for independent samples were used. Students’ opinions and thoughts on the use of discourse analysis method in language and literature teaching were gathered through video-recording and transcribed to analyze through descriptive and content analysis approaches. The study group of the research consists of 11th grade students of Bilkent Erzurum Laboratory School in 2014-2015 Academic year, 20 (11/A) students of experimental group and 24 (11/B) students of control group. The data of the study were gathered through achievement tests, video-recording, student identification and classroom observation; developed by the researcher in accordance with quantitative and qualitative research techniques. Within this scope, an “achievement test” in order to evaluate students’ readiness level; a “student identification form” to get information about students and interview to identify students’ opinions on the use of discourse analysis method in literature teaching were conducted. As a result of this study, it can be affirmed that in experimental group, who used discourse analysis method, skills of reading comprehension, textual analysis and use of language were improved in addition to their academic success. When the process of applying discourse analysis method and its findings were examined, it can be concluded that this method helps students to develop their skills of reading comprehension, textual analysis, use of language, critical thinking, evaluative thinking, analysis and synthesis and provides environments in which meaningful and permanent learning can be achieved, can be transferred to and used in other areas. Additionally, it is very effective on students, increases students’ active participation in lessons by making lessons more enjoyable, supports personal development of students by contributing to their social and communication skills. Thus, cognitive and affective developments of students were developed, which provides a holistic approach to educational practices. Article visualizations:
Keyword: discourse analysis method; language and literature teaching; language awareness; reading comprehension; textual analysis
URL: https://oapub.org/edu/index.php/ejes/article/view/1586
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