Auswahl der wissenschaftlichen Literatur zum Thema „L2 link“
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Zeitschriftenartikel zum Thema "L2 link"
Shao, Ming-Lei, Rui-Jun Yan, Jing Wu, Ji-Yeong Lee, Chang-Soo Han, Dong-Ik Shin und Kyoo-Sik Shin. „Sensor-based exploration for planar two-identical-link robots“. Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science 230, Nr. 4 (03.12.2015): 655–64. http://dx.doi.org/10.1177/0954406215618684.
Der volle Inhalt der QuelleAndreou, Georgia, und Maria Segklia. „Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer“. English Linguistics Research 6, Nr. 3 (22.09.2017): 62. http://dx.doi.org/10.5430/elr.v6n3p62.
Der volle Inhalt der QuelleTrofimovich, Pavel, und Larisa Turuševa. „Ethnic Identity and Second Language Learning“. Annual Review of Applied Linguistics 35 (März 2015): 234–52. http://dx.doi.org/10.1017/s0267190514000166.
Der volle Inhalt der QuellePiechurska-Kuciel, Ewa, Katarzyna Ożańska-Ponikwia und Katarzyna Skałacka. „Can the neuroticism-willingness to communicate relationship across languages be explained by anxiety?“ Moderna Språk 115, Nr. 4 (29.12.2021): 176–99. http://dx.doi.org/10.58221/mosp.v115i4.6784.
Der volle Inhalt der QuelleHilton, Heather. „The link between vocabulary knowledge and spoken L2 fluency“. Language Learning Journal 36, Nr. 2 (Dezember 2008): 153–66. http://dx.doi.org/10.1080/09571730802389983.
Der volle Inhalt der QuelleYamada, Hiroko. „Interpreting Process Analyzed Based on the Multidirectional Reformulation Activities of New Learners“. Theory and Practice in Language Studies 8, Nr. 3 (01.03.2018): 267. http://dx.doi.org/10.17507/tpls.0803.01.
Der volle Inhalt der QuelleOGASA, EIJI. „RIBBON-MOVES OF 2-LINKS PRESERVE THE μ-INVARIANT OF 2-LINKS“. Journal of Knot Theory and Its Ramifications 13, Nr. 05 (August 2004): 669–87. http://dx.doi.org/10.1142/s0218216504003366.
Der volle Inhalt der QuelleLina Farsia. „LITERATURE REVIEW OF THE ETHNIC GROUP AFFILIATION AND L2 PROFICIENCY LINK: EMPERICAL EVIDENCE“. Jurnal Penelitian Progresif 1, Nr. 1 (28.07.2022): 88–95. http://dx.doi.org/10.61992/jpp.v1i1.66.
Der volle Inhalt der QuelleMéndez, Lucía I., und Gabriela Simon-Cereijido. „A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures“. Journal of Speech, Language, and Hearing Research 62, Nr. 6 (19.06.2019): 1775–86. http://dx.doi.org/10.1044/2019_jslhr-l-18-0315.
Der volle Inhalt der QuelleMai, Ziyin. „L2 Chinese: Grammatical development and processing“. Second Language Research 32, Nr. 1 (17.08.2015): 123–41. http://dx.doi.org/10.1177/0267658315597737.
Der volle Inhalt der QuelleDissertationen zum Thema "L2 link"
Hrnčiřík, Matej. „Modelování L2 protokolů zajišťujících bezsmyčkovost“. Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2012. http://www.nusl.cz/ntk/nusl-236527.
Der volle Inhalt der QuelleVarli, Dogan. „Modulation Coding In A Radio Link And Data Transfer Application Using L2 VPN Ethernet Over MPLS In A Large Network“. Thesis, Högskolan i Gävle, Avdelningen för elektronik, matematik och naturvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-20961.
Der volle Inhalt der QuelleSimonin, Marie-Claire. „Rôle de la langue première dans l'apprentissage du français à l'école maternelle“. Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH014.
Der volle Inhalt der QuelleThis thesis is part of linguistics of language acquisition, sociolinguistics and language education. It is a practical research that aims to understand language acquisition by emergent bilingual children from 3 to 5 years old, i.e. the simultaneous and / or consecutive acquisition of two languages, in the context of a kindergarten in priority education and whose public is multilingual (almost twenty first languages). The aim of the research is to observe how the child can rely on skills already acquired in the first language (L1) to build second language (L2) skills. The corpus is composed of several types of data: - a multilingual "corpus of work" consisting of educational tools in which audio translations are produced with the collaboration of the parents; - video recordings of child / adult interactions to observe the acquisition of the linguistic elements proposed in the supports; - recordings made throughout the process in order to highlight in what particular way students build their own language: translation sessions, interviews with parents, classroom activities.Qualitative analysis in ten case studies shows that : - in the case of children who acquire French as their L2, the use of the L1 in class forsters their engagement, as well as the comprehension and appropriation of linguistic elements from the L2 ; - in the case of children who have two L1s, including French, valuing the heritage language encourages its development
Oliva, Sabrina <1988>. „Italian L2 for carers“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2566.
Der volle Inhalt der QuelleZenari, Elisa <1983>. „Laboratorio di italiano L2 nella scuola primaria“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17767.
Der volle Inhalt der QuelleRizza, Elena <1991>. „Flipping the multilingual classroom: Italian L2 and Physics“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/16208.
Der volle Inhalt der QuelleBayraktar, Hasan. „The Role Of Lexical Cohesion In L2 Reading Comprehension“. Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613145/index.pdf.
Der volle Inhalt der Quellea vocabulary familiarity task&rdquo
. Second, the TOEFL reading tests were administered to fifty upper-intermediate and advanced level EFL students at Middle East Technical University, Ankara, Turkey. Third, after each test, a post-reading &ldquo
Lexical links recognition task&rdquo
was given. Finally, the data were analyzed comparing reader performance on each item, both within and across the groups. The researcher analyzed the reading test results besides the results of the accompanying lexical cohesive links tasks to see if there is a &ldquo
significant relationship&rdquo
between the three factors: vocabulary knowledge, reading comprehension level and recognition of lexical cohesive links. The results have indicated that awareness of lexical cohesive links noticeably contributes to reading test scores in L2 and that recognition-level vocabulary knowledge alone may not guarantee better reading comprehension scores. Finally, it is suggested that reading and writing teachers can develop some pedagogic exercises to teach lexical cohesive devices and in this way improve students&rsquo
knowledge of lexical cohesive sub-types, thus enhancing their reading performance.
Inghilterra, Rosa <1992>. „Immigrati analfabeti e italiano L2: la sfida didattica“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13034.
Der volle Inhalt der QuellePesci, Francesca <1987>. „Literacy and Italian L2 Learning in Low Educated Adults“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3438.
Der volle Inhalt der QuelleGiuriola, Ilaria Michela <1983>. „L'insegnamento dell'Italiano L2 a studenti DSA con background migratorio“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17188.
Der volle Inhalt der QuelleBuchteile zum Thema "L2 link"
Han, Weifeng. „Chapter 7. “Grammar, I hate” or “I grammar hate”?“ In Studies in Bilingualism, 184–203. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.07han.
Der volle Inhalt der QuelleMystkowska-Wiertelak, Anna, und Jakub Bielak. „Investigating the Link Between L2 WtC, Learner Engagement and Selected Aspects of the Classroom Context“. In Contemporary Issues in Foreign Language Education, 163–89. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28655-1_10.
Der volle Inhalt der QuelleSiegel, Jeff. „Links between SLA and Creole studies“. In L2 Acquisition and Creole Genesis, 15–46. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lald.42.03sie.
Der volle Inhalt der QuelleGibbons, John, und Miriam Akoto. „Chapter 9. Use of digital technologies for collaborative writing“. In Language Learning & Language Teaching, 202–28. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.59.09gib.
Der volle Inhalt der QuelleLi, Chengchen, und Jean-Marc Dewaele. „Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment“. In Individual Differences and Task-Based Language Teaching, 84–110. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/tblt.16.03lic.
Der volle Inhalt der QuelleCoyle, Yvette, Florentina Nicolás-Conesa und Lourdes Cerezo. „Chapter 3. Overview of methodological procedures in research on written corrective feedback processing“. In Research Methods in the Study of L2 Writing Processes, 60–81. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/rmal.5.03coy.
Der volle Inhalt der QuelleSegalowitz, Norman, Elizabeth Gatbonton und Pavel Trofimovich. „9. Links between Ethnolinguistic Affiliation, Self-related Motivation and Second Language Fluency: Are They Mediated by Psycholinguistic Variables?“ In Motivation, Language Identity and the L2 Self, herausgegeben von Zoltán Dörnyei und Ema Ushioda, 172–92. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691293-010.
Der volle Inhalt der QuelleDemailly, Jean-Pierre. „L2 vanishing theorems for positive line bundles and adjunction theory“. In Lecture Notes in Mathematics, 1–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0094302.
Der volle Inhalt der QuelleTsimpli, Ianthi Maria, Lina Mukhopadhyay, Anusha Balasubramanian und Jeanine Treffers-Daller. „Chapter 4. Microstructural properties in the narrative retellings of young English learners in EMI schools in India“. In Studies in Bilingualism, 68–122. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.04tsi.
Der volle Inhalt der QuelleWang, Zhan. „Chapter 2. On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions“. In Task-Based Language Teaching, 27–62. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.5.02wan.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "L2 link"
Celikel, Resat, und Omur Aydogmus. „NARMA-L2 Controller for Single Link Manipulator“. In 2018 International Conference on Artificial Intelligence and Data Processing (IDAP). IEEE, 2018. http://dx.doi.org/10.1109/idap.2018.8620842.
Der volle Inhalt der QuelleWahyudi, Siti Salasiah Mokri und Amir A. Shafie. „Real time implementation of NARMA L2 feedback linearization and smoothed NARMA L2 controls of a single link manipulator“. In 2008 International Conference on Computer and Communication Engineering (ICCCE). IEEE, 2008. http://dx.doi.org/10.1109/iccce.2008.4580693.
Der volle Inhalt der QuelleMunger, James. „Multiple Gigabit-per-Second Class Data Link Enabling WFIRST at L2“. In 34th AIAA International Communications Satellite Systems Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2016. http://dx.doi.org/10.2514/6.2016-5729.
Der volle Inhalt der QuelleMiassoedov, Alexei, Hans Alsmeyer, Leonhard Meyer, Martin Steinbrueck, Pavlin Groudev, Ivan Ivanov und Gert Sdouz. „Results of the QUENCH-L2, DISCO-L2, and COMET-L2 Experiments Performed Within the LACOMERA Project at the Forschungszentrum Karlsruhe“. In 14th International Conference on Nuclear Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/icone14-89343.
Der volle Inhalt der QuellePiniel, Katalin, und Agnes Albert. „L2 motivation and self-efficacy’s link to language learners’ flow and antiflow experiences in the classroom“. In University of Zagreb Round Table 2016. Filozofski fakultet u Zagrebu, FF-Press, 2017. http://dx.doi.org/10.17234/uzrt.2016.4.
Der volle Inhalt der QuelleRosa, Eduardo Castilho, und Flávio De Oliveira Silva. „Enabling Native Coexistence Between ICN and TCP/IP Architectures Over the Same Domain“. In Workshop de Pesquisa Experimental da Internet do Futuro. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/wpeif.2020.12469.
Der volle Inhalt der QuelleFlowers, Jared, und Gloria Wiens. „Prediction of Human Reaching Pose Sequences in Human-Robot Collaboration“. In ASME 2023 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/detc2023-115309.
Der volle Inhalt der QuelleLeu, Fang-Yie, Yi-Li Huang und Chien-Nan Chen. „The IPSec Security Problems and a Cross-layer Security Mechanism for PMIPv6 Handover when an IPSec Security Association is Established on an L2 Direct Link“. In 2012 Seventh International Conference on Broadband and Wireless Computing, Communication and Applications (BWCCA). IEEE, 2012. http://dx.doi.org/10.1109/bwcca.2012.80.
Der volle Inhalt der QuelleLi, Liping, Yurong Chen, Jifang Wang und Xiaojun Luo. „Chinese Drivers’ Attitudes toward L2+ Level of Driving Automation“. In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003831.
Der volle Inhalt der QuelleRiga, M., E. Sanchez und M. Sonza Reorda. „On the functional test of L2 caches“. In 2012 IEEE 18th International On-Line Testing Symposium (IOLTS 2012). IEEE, 2012. http://dx.doi.org/10.1109/iolts.2012.6313846.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "L2 link"
McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson und Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, Juni 2022. http://dx.doi.org/10.57022/sneg4189.
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