Auswahl der wissenschaftlichen Literatur zum Thema „Foreigh speakers“
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Zeitschriftenartikel zum Thema "Foreigh speakers"
Gnevsheva, Ksenia, und Daniel Bürkle. „Age Estimation in Foreign-accented Speech by Native and Non-native Speakers“. Language and Speech 63, Nr. 1 (13.02.2019): 166–83. http://dx.doi.org/10.1177/0023830919827621.
Der volle Inhalt der QuelleZeisler, Bettina. „Context! Or how to read thoughts in a foreign language“. Journal of South Asian Languages and Linguistics 3, Nr. 2 (01.09.2016): 197–221. http://dx.doi.org/10.1515/jsall-2016-0010.
Der volle Inhalt der QuelleWEATHERHEAD, Drew, Ori FRIEDMAN und Katherine S. WHITE. „Preschoolers are sensitive to accent distance“. Journal of Child Language 46, Nr. 6 (13.08.2019): 1058–72. http://dx.doi.org/10.1017/s0305000919000369.
Der volle Inhalt der QuelleFoucart, Alice, und Susanne Brouwer. „Is There a Foreign Accent Effect on Moral Judgment?“ Brain Sciences 11, Nr. 12 (10.12.2021): 1631. http://dx.doi.org/10.3390/brainsci11121631.
Der volle Inhalt der QuelleBazzi, Luca, Susanne Brouwer, Margarita Planelles Almeida und Alice Foucart. „Would you respect a norm if it sounds foreign? Foreign-accented speech affects decision-making processes“. PLOS ONE 17, Nr. 10 (05.10.2022): e0274727. http://dx.doi.org/10.1371/journal.pone.0274727.
Der volle Inhalt der QuelleBurda, Angela N., Carlin F. Hageman, Julie A. Scherz und Harold T. Edwards. „Age and Understanding Speakers with Spanish or Taiwanese Accents“. Perceptual and Motor Skills 97, Nr. 1 (August 2003): 11–20. http://dx.doi.org/10.2466/pms.2003.97.1.11.
Der volle Inhalt der QuellePark, Mi Yung. „Teachers' Use of the Intimate Speech Style in the Korean Language Classroom“. Korean Language in America 17, Nr. 1 (01.01.2012): 55–83. http://dx.doi.org/10.2307/42922296.
Der volle Inhalt der QuellePark, Mi Yung. „Teachers' Use of the Intimate Speech Style in the Korean Language Classroom“. Korean Language in America 17, Nr. 1 (01.01.2012): 55–83. http://dx.doi.org/10.2307/korelangamer.17.2012.0055.
Der volle Inhalt der QuelleKorpal, Paweł, und Mikołaj Sobkowiak. „The perception of native vs. non-native Danish speech: Bent and Bradlow’s matched interlanguage speech intelligibility benefit revisited“. Scandinavian Philology 18, Nr. 2 (2020): 284–96. http://dx.doi.org/10.21638/11701/spbu21.2020.204.
Der volle Inhalt der QuelleHino, Nobuyuki. „Language education from a post-native-speakerist perspective: The case of English as an international language“. Russian Journal of Linguistics 25, Nr. 2 (15.12.2021): 528–45. http://dx.doi.org/10.22363/2687-0088-2021-25-2-528-545.
Der volle Inhalt der QuelleDissertationen zum Thema "Foreigh speakers"
Onditi, Tom L. S. „The acquisition of English wh-interrogatives by Dholuo L1 speakers“. Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239500.
Der volle Inhalt der QuelleSugirin, (Sugirin), und sugirin@uny ac id. „The comprehension strategies of above average English as a foreign language (EFL) readers“. Deakin University. School of Social and Cultural Studies in Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080828.092848.
Der volle Inhalt der QuelleRyan, Ann Margaret Gitzean. „Vowel blindness in Arabic learners of English“. Thesis, Swansea University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570310.
Der volle Inhalt der QuelleHendricks, Jessica. „Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain“. Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Der volle Inhalt der QuelleWu, Mian, und 吴冕. „Speech perception of English as a foreign language by Mandarin Chinese speakers“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206725.
Der volle Inhalt der QuelleChildress, Anita Gaye. „An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501132/.
Der volle Inhalt der QuellePicard, Michelle Yvette. „The serpent both in water and on land : a critical phenomenological investigation of foreign students' experiences of learning English in South Africa“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002639.
Der volle Inhalt der QuelleDongilli, Sophia J. „Separable English phrasal verbs: a comparison of L1 English speakers and L1 Spanish speakers of L2 English“. Kansas State University, 2015. http://hdl.handle.net/2097/19120.
Der volle Inhalt der QuelleDepartment of Modern Languages
Earl K. Brown
How to teach phrasal verbs to L2 learners of English has been the subject of debate in Teaching English as a Foreign Language (TEFL) courses and materials alike. These multi-part verbs, consisting of a verb and one or more particles, convey a new lexical meaning different from their individual parts. Further complicating this is the fact that some transitive phrasal verbs can be separated from their particles to varying degrees by a direct object. Though variables affecting verb-particle separation lie below the level of consciousness for most native speakers, they make the acquisition of particle placement difficult for L2 English language learners. Additionally, the presentation of these verbs in EFL textbooks and university English language programs (ELPs) is inadequate. TEFL textbooks tend to place emphasis on the lexical acquisition of phrasal verbs, ignoring separable versus non-separable distinctions. However, native English speakers separate phrasal verbs from their particles about 66.5% of the time in spoken conversation. In order to determine whether traditional textbook problems associated with phrasal verb presentation persist, I analyzed eleven TEFL textbooks used in Kansas State University’s ELP. I also administered a grammaticality judgment survey in order to find out whether L1 Spanish speakers of L2 English view separation of transitive phrasal verbs and their particles to be grammatical. L1 Spanish Speakers of L2 English are disadvantaged by the fact that their native language is verb-framed, meaning that it does not make use of particles in the same way that English does. It is for this reason that native Spanish-speakers of L2 English constitute the experimental group in this study. The results of the TEFL textbook analysis reveal that none of the eleven textbooks analyzed could stand alone in the classroom to effectively teach phrasal verbs. The results of the grammaticality judgment survey show that L1 Spanish speakers of L2 English differ at a statistically significant level from L1 American English speakers in their acceptability of phrasal verb-particle separation. These findings have pedagogical implications for TEFL instructors, textbook writers, and English language programs, and demonstrate the need for more extensive and authentic phrasal verb instruction.
Ramos, Susana Puerta. „The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.
Der volle Inhalt der QuelleFerguson, Angela. „Student Beliefs about their Foreign Language Instructors: A Look at the Native Speaker/Non-Native Speaker Issue“. Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1124%5F1%5Fm.pdf&type=application/pdf.
Der volle Inhalt der QuelleBücher zum Thema "Foreigh speakers"
Hasegawa, Yoko. Elementary Japanese. Tokyo: Tuttle Pub., 2005.
Den vollen Inhalt der Quelle findenL, Lipenga Allan, Hrsg. Parlons cisena: Langue et culture du Mozambique. Paris: L'Harmattan, 2007.
Den vollen Inhalt der Quelle findenGoslin, Benjamin du Plessis. Zulu for English speakers. Pietermaritzburg, South Africa: Shuter & Shooter, 1992.
Den vollen Inhalt der Quelle findenDale, Paulette. English pronunciation for Japanese speakers. Englewood Cliffs, N.J: Prentice Hall Regents, 1994.
Den vollen Inhalt der Quelle findenCompton, Arthur J. Pronouncing English for Mandarin speakers. San Francisco: Carousel House, 1999.
Den vollen Inhalt der Quelle findenCompton, Arthur J. Pronouncing English for Slavic speakers. San Francisco: Carousel House, 1999.
Den vollen Inhalt der Quelle findenLacie, Christina. Barron's English for foreign language speakers: The easy way. Hauppauge [NY]: Barron's Educational Series, 2008.
Den vollen Inhalt der Quelle findenLacie, Christina. Barron's English for foreign language speakers: The easy way. Hauppauge [NY]: Barron's Educational Series, 2008.
Den vollen Inhalt der Quelle findenJohn, Young. Japanese for young English speakers. [Nagoya-shi]: Published for Kawai Institute for Culture and Education, 1994.
Den vollen Inhalt der Quelle findenDale, Paulette. English pronunciation for Spanish speakers: Vowels. Englewood Cliffs, N.J: Prentice-Hall, 1985.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Foreigh speakers"
Kupisch, Tanja, Neal Snape und Ilse Stangen. „Foreign language acquisition in heritage speakers“. In Hamburg Studies on Linguistic Diversity, 99–122. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/hsld.2.08kup.
Der volle Inhalt der QuelleRodriguez-Cuadrado, Sara, und Carlos Romero Rivas. „Chapter 8. Effects of foreign-accented speech on language comprehension processes and social cognition“. In Bilingual Processing and Acquisition, 236–64. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.08rod.
Der volle Inhalt der QuelleMcLelland, Nicola. „Which languages do English speakers want to learn?“ In Teaching and Learning Foreign Languages, 5–38. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315624853-2.
Der volle Inhalt der QuellePorto, Melina. „English as a Foreign Language Teachers’ Understandings of the Native/Non-native Dichotomy: An Argentine Perspective“. In Native-Speakerism, 69–88. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5671-5_4.
Der volle Inhalt der QuelleCho, Hyesun. „Linguicism in U.S. Higher Education: A Critical Autoethnography“. In To Be a Minority Teacher in a Foreign Culture, 301–15. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_19.
Der volle Inhalt der QuelleIaia, Pietro Luigi. „The Representation of Foreign Speakers in TV Series“. In Linguistic and Cultural Representation in Audiovisual Translation, 147–62. New York : Routledge, [2018] | Series: Routledge Advances in translation and interpreting studies, 32: Routledge, 2018. http://dx.doi.org/10.4324/9781315268552-9.
Der volle Inhalt der QuelleTeng, Mark Feng, und Barry Lee Reynolds. „English Foreign and Second Language Literacy Development for Chinese Speakers: What Do We Know?“ In English Literacy Instruction for Chinese Speakers, 3–13. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_1.
Der volle Inhalt der QuelleTeng, Mark Feng, und Barry Lee Reynolds. „English Foreign and Second Language Literacy Instruction for Chinese Speakers: Future Directions and Implications“. In English Literacy Instruction for Chinese Speakers, 369–78. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_22.
Der volle Inhalt der QuelleHoughton, Stephanie Ann. „4. The Overthrow of the Foreign Lecturer Position and its Aftermath“. In Native-Speakerism in Japan, herausgegeben von Stephanie Ann Houghton und Damian J. Rivers, 60–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781847698704-008.
Der volle Inhalt der QuelleBui, Gavin, und Rhett Yu. „Spaced Multi-draft Composing and Feedback in Mainland Chinese English as a Foreign Language Secondary School Writing Literacy“. In English Literacy Instruction for Chinese Speakers, 127–41. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_8.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Foreigh speakers"
Shantoash, C., M. Vishal, S. Shruthi und Gopalsamy N. Bharathi. „Speech Accent Recognition“. In International Research Conference on IOT, Cloud and Data Science. Switzerland: Trans Tech Publications Ltd, 2023. http://dx.doi.org/10.4028/p-irai1l.
Der volle Inhalt der Quelle„Foreign keynote speakers“. In 2019 International Conference on Electrical, Communication, and Computer Engineering (ICECCE). IEEE, 2019. http://dx.doi.org/10.1109/icecce47252.2019.8940660.
Der volle Inhalt der QuelleYoo Hak Soo. „Korean Students’ Frequent Errors in Studying Russian Language“. In IV Международный научный форум "Наследие". SB RAS, 2023. http://dx.doi.org/10.25205/978-5-6049863-1-8-128-133.
Der volle Inhalt der QuellePolášková, Eva. „Zur Form und Funktion der Beispielsätze bei der Grammatikvermittlung anhand grammatischer DaF-Handbücher“. In Form und Funktion. University of Ostrava, 2024. http://dx.doi.org/10.15452/fufd2023.08.
Der volle Inhalt der QuelleKapaeva, Angelika. „THE DEVELOPMENT OF BACHELORS' CULTURAL COMPETENCE IN FOREIGN LANGUAGE ACQUISITION“. In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.13.
Der volle Inhalt der QuelleVančová, Hana. „PRONUNCIATION EVALUATION CRITERIA FOR EFL LEARNERS“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end035.
Der volle Inhalt der QuelleRuslan, Titin, Fikri Hakim und Shinta Rosiana. „Teaching Model in Writing Indonesian for Advanced Foreign Speakers (Practical Study of Writing Skills for Foreign Speakers)“. In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295087.
Der volle Inhalt der QuelleBaskakova, Anna. „The studying of Russian phraseological units and paroemias in English speaking audience“. In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.13153b.
Der volle Inhalt der QuelleBaskakova, Anna. „The studying of Russian phraseological units and paroemias in English speaking audience“. In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.13153b.
Der volle Inhalt der QuelleAalburg, Stefanie, und Harald Hoege. „Foreign-accented speaker-independent speech recognition“. In Interspeech 2004. ISCA: ISCA, 2004. http://dx.doi.org/10.21437/interspeech.2004-558.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Foreigh speakers"
New Horizons in Latin America and Caribbean - Asia Development Cooperation. Inter-American Development Bank, März 2015. http://dx.doi.org/10.18235/0005990.
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