• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Hartig, Johannes (14)
    • Hasselhorn, Marcus (14)
    • Klieme, Eckhard (14)
    • Jude, Nina (10)
    • Köller, Olaf (10)
    • Gogolin, Ingrid (8)
    • Helmke, Andreas (8)
    • Nold, Günter (8)
    • Schröder, Konrad (8)
    • Eichler, Wolfgang (6)
    •   more
  • 
    Year
  • 
    Medium:
    
    • Online (460)
  • 
    Type
  • 
    BLLDB-Access:
    • free (460)
    • subject to license (4)

Search in the Catalogues and Directories

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...19 20 21 22 23 Hits 441 – 460 of 460 441 Correlates of social development in children with communication disorders: the concurrent predictive value of verbal short-term memory span Donlan, C; Masters, J In: INT J LANG COMM DIS , 35 (2) 211 - 226. (2000) (2000) BASE Show details 442 Analyser pour améliorer. Nouvelles recherches sur les défis de l'éducation de base au Sénégal ... Wiegelmann, Ulrike; Naumann, Jens. - : Waxmann, 1999 BASE Show details 443 Analyser pour améliorer. Nouvelles recherches sur les défis de l'éducation de base au Sénégal Wiegelmann, Ulrike; Naumann, Jens In: Tertium comparationis 5 (1999) 1, S. 72-97 (1999) BASE Show details 444 GLOBAL EDUCATION: WHAT TEACHERS CAN DO IN THE CLASSROOMS Julia Eka Rini In: K@ta: A Biannual Publication on the Study of Language and Literature, Vol 1, Iss 1, Pp 57-61 (1999) (1999) BASE Show details 445 Pinch my wig or winch my pig: Spelling, spoonerisms and other language skills Allyn, FA; Burt, JS. - : SPRINGER, 1998 BASE Show details 446 Fostering Second Language Development in Young Children: Principles and Practices McLaughlin, Barry In: McLaughlin, Barry. (1995). Fostering Second Language Development in Young Children: Principles and Practices. Center for Research on Education, Diversity & Excellence. UC Berkeley: Center for Research on Education, Diversity and Excellence. Retrieved from: http://www.escholarship.org/uc/item/23s607sr (1995) BASE Show details 447 Sprachförderung Erwachsener in plurinationalen und plurilingualen Staaten: Das Beispiel Spanien ... Jütte, Wolfgang. - : Waxmann, 1995 BASE Show details 448 Sprachförderung Erwachsener in plurinationalen und plurilingualen Staaten: Das Beispiel Spanien Jütte, Wolfgang In: Tertium comparationis 1 (1995) 1, S. 20-41 (1995) BASE Show details 449 Familienmigration, Schulsituation und interethnische Beziehungen. Prozesse der "Integration" bei der Zweiten Generation von Arbeitsmigranten ... Esser, Hartmut. - : Beltz, 1989 BASE Show details 450 Familienmigration, Schulsituation und interethnische Beziehungen. Prozesse der "Integration" bei der Zweiten Generation von Arbeitsmigranten Esser, Hartmut In: Zeitschrift für Pädagogik 35 (1989) 3, S. 317-336 (1989) BASE Show details 451 Sprachstandserhebung zur Förderung ausländischer Grundschüler ... : The assessment of the second language proficiency of foreignelementary school children as a basis for special tutoring ... Röhr-Sendlmeier, Una M.. - : Beltz Juventa, 1987 BASE Show details 452 Sprachstandserhebung zur Förderung ausländischer Grundschüler ; The assessment of the second language proficiency of foreignelementary school children as a basis for special tutoring Röhr-Sendlmeier, Una M. In: Unterrichtswissenschaft 15 (1987) 2, S. 224-249 (1987) BASE Show details 453 Sprach- und Intelligenzleistungen gegenüber sozialer Schicht und Familiensituation ... : Language and Intelligence Performance in 3-14 Years old Children Correlated to Social Background Variables ... Castell, R.; Meier, R.; Biener, A.. - : Vandenhoeck & Ruprecht, 1985 BASE Show details 454 Sprach- und Intelligenzleistungen gegenüber sozialer Schicht und Familiensituation ; Language and Intelligence Performance in 3-14 Years old Children Correlated to Social Background Variables Castell, R.; Weyerer, S.; Biener, A.... In: Praxis der Kinderpsychologie und Kinderpsychiatrie 34 (1985) 4, S. 120-123 (1985) BASE Show details 455 Kompetenzentwicklung und Identitätsbildung im Medium fremdsprachlicher Bildung Kordes, Hagen In: Benner, Dietrich [Hrsg.]; Heid, Helmut [Hrsg.]; Thiersch, Hans [Hrsg.]: Beiträge zum 8. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft vom 22.-24. März 1982 in der Universität Regensburg. Weinheim ; Basel : Beltz 1983, S. 153-167. - (Zeitschrift für Pädagogik, Beiheft; 18) (1983) BASE Show details 456 Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students Adnan Satariyan; Ahmad Mohseni In: http://www.sid.ir/en/VEWSSID/J_pdf/5069420140302.pdf BASE Show details 457 ATTITUDES OF TEACHERS AND SPEAKERS TOWARD PRE-SPEAKING ACTIVITIES Arif Sarıçoban In: http://dergiler.ankara.edu.tr/dergiler/27/750/9585.pdf BASE Show details 458 DEVELOPING YOUNG LEARNERS ’ LISTENING SKILLS THROUGH SONGS Mustafa Şevi̇k; Mehmet Akif; Ersoy Üni... In: http://www.kefdergi.com/pdf/20_1/20_1_21.pdf BASE Show details 459 The Impact of Self-Assessment on Iranian EFL Learners ’ Writing Skill Mohammad Reza Javaherbakhsh In: http://ccsenet.org/journal/index.php/elt/article/viewFile/6300/5031/ BASE Show details 460 Delayed Versus Immediate Corrective Feedback on Orally Produced Passive Errors in English Quinn, Paul. - NO_RESTRICTION Abstract: Research demonstrating the beneficial effects of corrective feedback (CF) for second language (L2) learning (e,g., Li, 2010) has almost invariably resulted from studies in which CF was provided immediately. Yet teachers are often encouraged to delay CF to avoid interrupting learners (Harmer, 2001). This study investigates how differences in the timing of CF on oral production affect L2 learning and learners’ reactions to CF. Theoretically, Immediate CF may facilitate L2 development by allowing learners to immediately compare their errors to accurate models (i.e., recasting, e.g., Doughty, 2001). The effectiveness of Immediate CF has also been linked to skill acquisition theory because some CF (i.e., prompting) is hypothesized to help learners proceduralize their L2 knowledge (Ranta & Lyster, 2007). This thesis introduces additional theoretical explanations to explain the effectiveness of both Immediate and Delayed CF. For example, reactivation and reconsolidation theory (Nader & Einarsson, 2010) holds that long-term mental representations are susceptible to change when they are recalled. Thus, both Immediate and Delayed CF may help learners alter their incorrect mental representations of language features if that CF reminds learners of those incorrect representations and provides them with accurate models. In a laboratory-based study, 90 intermediate-level adult ESL learners were randomly assigned to Immediate, Delayed, and No CF conditions. Learners took three pre-tests to measure their knowledge of the English passive construction: an aural grammaticality judgment test (AGJT), an oral production test (OPT), and a written error correction test (ECT). Next, they received some brief instruction on the passive. Learners then completed three communicative tasks in which the CF conditions were provided. These tasks were followed by immediate and delayed post-tests. Learners’ reactions to CF were elicited with a questionnaire. Mixed-design one-way ANOVAs revealed statistically significant improvement for all conditions over time on all measures, but no statistically significant differences between conditions. The questionnaires revealed that learners prefer Immediate CF, but that Immediate CF may constrain CF noticeability and learners’ independence, while Delayed CF may cause anxiety or embarrassment. In summary, altering the timing of CF did not differentially affect L2 development, but it did elicit different reactions from learners. ; PhD Keyword: 0290; cognitive aspects of language learning; cognitive comparison; correction; corrective feedback; delayed corrective feedback; English as a second language; English passive voice; error correction; ESL; form-focused instruction; immediate corrective feedback; L2 learning; L2 teaching; learner preferences for corrective feedback; proceduralization; reactivation and reconsolidation; second language acquisition; second language education; second language learning; second language pedagogy; second language teaching; skill acquisition; SLA; timing of corrective feedback; timing of instruction; types of corrective feedback URL: http://hdl.handle.net/1807/65728 BASE Hide details Page: 1...19 20 21 22 23

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 460 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0