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1
Visual-gestural communication : a workbook in nonverbal expression and reception
Conley, Willy. - London : Routledge, 2019
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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)
Abstract: Metacognitive awareness is one of the key predictors of successful reading, in particular for second language and academic reading. This article presents a study that investigated Norwegian university students’ metacognitive awareness when reading academic texts in Norwegian (L1) and English (L2). 316 students answered a questionnaire which included a 30-item survey of reading strategies and self-ratings of reading proficiency in both languages. The analysis reveals a surprisingly similar awareness of reading strategies in L1 and L2. The main differences found were in the use of two specific reading strategies: reading more slowly and using resources such as dictionaries. Despite overall similarities in the approach to L1 and L2 reading, participants rated their own proficiency as much higher in L1 reading than L2. Regression models show significant associations between self-ratings of proficiency and the number and type of reading strategies reported, particularly in the L2, demonstrating that there is an important connection between these. Research on other populations has shown a much higher use of reading strategies in L2. However, the similarity in approaches to L1 and L2 reading among the university students in this study may reflect a higher level of L2 proficiency among these students, as well as high expectations of proficiency, meaning they do not feel a need to use reading strategies for decoding L2 text. Instead, these students may benefit from additional training in the use of higher level reading strategies to improve their comprehension of L2 academic texts.Keywords: metacognitive awareness, academic reading, L2 reading, English as a second language, reading strategiesSammenligning av første- og andrespråkslesing: bruk av metakognitive strategier blant norske universitetsstudenterSammendragMetakognitiv bevissthet er avgjørende for gode leseferdigheter, spesielt når det gjelder leseferdigheter i andrespråk og akademisk lesing. Denne artikkelen presenterer sentrale funn fra en studie som undersøkte norske universitetsstudenters metakognitive bevissthet ved lesing av akademiske tekster på norsk (L1) og engelsk (L2). 316 studenter ble bedt om å fylle ut et spørre-skjema med 30 spørsmål om lesestrategier, samt å vurdere egne leseferdigheter i begge språk. Deltakerne viser en overraskende lik bevissthet omkring bruken av lesestrategier i L1 og L2. De største forskjellene som ble funnet, angår bruken av to spesifikke lesestrategier: det å lese sakte og det å bruke ressurser som ordbøker. Til tross for generelle likheter i studentenes tilnærming til lesing i L1 og L2, vurderer deltakerne sine egne leseferdigheter som mye bedre i L1 enn i L2. Regresjonsmodeller viser signifikante sammenhenger mellom egenvurderingen av leseferdigheter og antall og type rapporterte lesestrategier, særlig i L2, noe som viser at det er en viktig relasjon mellom disse. Forskning på andre populasjoner har vist en mye høyere bruk av lesestrategier i L2. Likheten i tilnærminger til L1- og L2-lesing blant universitetsstudenter i denne studien kan indikere et høyere nivå av L2-leseferdighet blant disse studentene, samt høye forventede ferdigheter, noe som betyr at de ikke føler behov for å bruke lesestrategier for å dekode L2-tekst. I stedet kan disse studentene dra nytte av opplæring i bruk av lesestrategier på mer overordnet nivå for å forbedre forståelsen av L2 akademiske tekster.Nøkkelord: metakognitiv bevissthet, akademisk lesing, andrespråkslesing, engelsk som andrespråk, lesestrategier
Keyword: academic reading; English as a second language; Humanoria; Lingvistikk; Engelsk språk og litteratur; L2 reading; metacognitive awareness; reading strategies
URL: https://www.journals.uio.no/index.php/adno/article/view/5579
https://doi.org/10.5617/adno.5579
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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)
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