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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...137 Hits 21 – 40 of 2.725 21 Development of the Morphological Awareness Task for Singapore: a preregistration protocol ... Vijayakumar, Poorani. - : Open Science Framework, 2021 BASE Show details 22 Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ... Grofčíková, Soňa; Máčajová, Monika. - : University of Ljubljana, 2021 BASE Show details 23 Διδασκαλία της ορθογραφημένης γραφής σε μαθητές Δημοτικού με δυσλεξία στο μάθημα της Γερμανικής ως Β΄ ξένης γλώσσας ... Τσακαλίδου, Σοφία Π.. - : Aristotle University of Thessaloniki, 2021 BASE Show details 24 Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ... Kunnel, Johnson. - : Werklund School of Education, 2021 BASE Show details 25 Tarefas de Estímulo de Consciência Fonológica no Ensino de Inglês no 1.º Ciclo do Ensino Básico Santos, Maria dos Anjos Ferreira dos. - : Instituto Politécnico do Porto. Escola Superior de Educação, 2021 Abstract: Este estudo foi realizado no âmbito do Relatório Final de Estágio do Mestrado em Ensino de Inglês no 1.º Ciclo do Ensino Básico e tem como objetivo averiguar se os alunos identificam as vogais do inglês /i:/ e /I/; /ε/ e /æ/; /u:/ e /ʊ/ e se distinguem as que não fazem parte do inventário fonológico do português; verificar se há transferência de características dos sons vocálicos da língua materna durante a operacionalização dos sons em inglês e se a transferência tende a diminuir com a realização de tarefas envolvendo a perceção e produção dos sons vocálicos em questão. O estudo empírico integrou a Prática de Ensino Supervisionada num estudo qualitativo de investigação-ação, com recurso à análise dos instrumentos de recolha de dados elaborados. Esses instrumentos incluíram tarefas de discriminação auditiva, de atividades de compreensão oral e escrita e de produção oral e escrita. Os resultados obtidos permitem afirmar que, para produzir as vogais /I/, /æ/e /ʊ/, os alunos precisam de as perceber, para que, posteriormente, as possam manipular corretamente. Também é possível afirmar que o ensino do sistema de sons em sala de aula, pelo professor, através de atividades de caráter mais lúdico - história, trava-línguas, músicas e jogos - é relevante para o desenvolvimento da consciência dos fonemas em língua estrangeira. Este trabalho de treino deve ser sistemático e consistente, implicando bastante tempo e conhecimentos linguísticos nas áreas da fonética e fonologia por parte do professor. ; This study has been developed for the Final Internship Report of the Master’s Degree in Primary English Teaching and its aims are to find out if the students identify the following vowels from the English language: /i:/ e /I/; /ε/ e /æ/; /u:/ e /ʊ/ and if they can distinguish which ones are not part of the phonological inventory of the Portuguese language; to verify if there is a transfer of the native language vowel sounds in the production of the sounds and also if that transfer decreases with tasks involving perception and production of those sounds. The empirical study integrated the Supervised Teaching Practice in a qualitative intervention-action study, using the analysis of data collection tools which included auditory discrimination tasks, oral and writing comprehension activities, and oral and writing production activities. The results achieved allow us to affirm that, in order to produce the vowel sounds /i:/ and /I/; /ε/ and /æ/; /u:/ and /ʊ/, students need to perceive them so that later they can correctly use them. It is also possible to state the relevance of teaching the sound system in the classroom, by the teacher, using playful activities, including stories, tongue twisters, songs and games to develop the students’ awareness of the phonemes in a foreign language. This work must be systematic, and it involves a lot of time and linguistic knowledge in the area of phonetics and phonology by the teacher. Keyword: Desenvolvimento da Consciência Fonológica; Development of phonological awareness; Domínio/Área Científica::Ciências Sociais::Ciências da Educação; Domínio/Área Científica::Humanidades::Línguas e Literaturas; English as foreign language; Ensino de Inglês; Perception and production tasks; Tarefas de perceção e produção articulatória URL: http://hdl.handle.net/10400.22/18153 BASE Hide details 26 Using verb morphology to predict subject number in L1 and L2 sentence processing: A visual-world eye-tracking experiment Koch, Eva M.; Bulté, Bram; Housen, Alex... In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 115–132 ; 2399-9101 (2021) BASE Show details 27 Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“ ... Feick, Diana; Knorr, Petra. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 28 Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ... Marks, Rebecca. - : Open Science Framework, 2021 BASE Show details 29 Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process Camille Meritan In: Languages ; Volume 6 ; Issue 4 (2021) BASE Show details 30 Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study Tennefoss, Krista Rae In: Doctoral Dissertations and Projects (2021) BASE Show details 31 Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln Labrenz, Annika. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 32 Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“ Feick, Diana; Knorr, Petra. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 33 SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM Moore, Benjamin In: Middle and Secondary Education Dissertations (2021) BASE Show details 34 Improving Reading Comprehension in Arabic English Language Learners Watson, Amanda In: Culminating Experience Projects (2021) BASE Show details 35 Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers Gertners, Rasma M In: Culminating Experience Projects (2021) BASE Show details 36 Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln ... Labrenz, Annika. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 37 Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness ... D’Angelo, Francesca. - : Studi di glottodidattica, 2021 BASE Show details 38 Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions Barnes, Emily. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2021 BASE Show details 39 O Contributo do Educador para o Desenvolvimento Linguístico das Crianças do Pré-Escolar ; A Consciência Linguística/Práticas Xavier, Natacha. - 2021 BASE Show details 40 Desenvolvimento da consciência metalinguística na aquisição bilingue de português e neerlandês: estudo de caso Caels, Anouschka Maria. - 2021 BASE Show details Page: 1 2 3 4 5 6...137

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