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Artykuły w czasopismach na temat "Phonological principle"
Duběda, Tomáš. "The Phonology of Anglicisms in French, German and Czech: A Contrastive Approach". Journal of Language Contact 13, nr 2 (11.12.2020): 327–50. http://dx.doi.org/10.1163/19552629-01302003.
Pełny tekst źródłaShankweiler, Donald, i Carol A. Fowler. "Relations Between Reading and Speech Manifest Universal Phonological Principle". Annual Review of Linguistics 5, nr 1 (14.01.2019): 109–29. http://dx.doi.org/10.1146/annurev-linguistics-011718-012419.
Pełny tekst źródłaKisseberth, Charles W. "Phonological phrasing and questions in Chimwiini". ZAS Papers in Linguistics 55 (1.01.2011): 83–116. http://dx.doi.org/10.21248/zaspil.55.2011.410.
Pełny tekst źródłaNikolaev, Dmitry, i Eitan Grossman. "Consonant co-occurrence classes and the feature-economy principle". Phonology 37, nr 3 (sierpień 2020): 419–51. http://dx.doi.org/10.1017/s0952675720000226.
Pełny tekst źródłaFey, Marc E., i Catherine H. Stalker. "A Hypothesis-Testing Approach to Treatment of a Child with an Idiosyncratic (Morpho)Phonological System". Journal of Speech and Hearing Disorders 51, nr 4 (listopad 1986): 324–36. http://dx.doi.org/10.1044/jshd.5104.324.
Pełny tekst źródłaPutu Wijana, I. Dewa. "PRINCIPLES OF ANTONYMOUS LEXEMIC COMBINATION IN INDONESIAN". SEMIOTIKA: Jurnal Ilmu Sastra dan Linguistik 24, nr 1 (1.01.2023): 1. http://dx.doi.org/10.19184/semiotika.v24i1.36506.
Pełny tekst źródłaSmirkou, Ahmed. "Sonority Principle in French Nominal Loanwords into Moroccan Arabic: An Optimality-theoretic Analysis". International Journal of Linguistics, Literature and Translation 3, nr 10 (30.10.2020): 54–68. http://dx.doi.org/10.32996/ijllt.2020.3.10.7.
Pełny tekst źródłaBatais, Saleh. "Consonantal Adaptation of Arabic Loanwords in Kiswahili and Kisukuma: A Phonological Explanation". Advances in Language and Literary Studies 10, nr 2 (30.04.2019): 85. http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.85.
Pełny tekst źródłaPicard, Marc. "Minimality as a Universal Principle of Phonological Change". Journal of Universal Language 8, nr 2 (30.09.2007): 61–78. http://dx.doi.org/10.22425/jul.2007.8.2.61.
Pełny tekst źródłaSneller, Betsy, Josef Fruehwald i Charles Yang. "Using the Tolerance Principle to predict phonological change". Language Variation and Change 31, nr 1 (marzec 2019): 1–20. http://dx.doi.org/10.1017/s0954394519000061.
Pełny tekst źródłaRozprawy doktorskie na temat "Phonological principle"
Burke, Victoria. "Word Reading Strategy Development of Deaf and Hard-of-Hearing Preschoolers". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/epse_diss/83.
Pełny tekst źródłaVanLoo, David B. "Adequacy of written spelling fluency as a dynamic indicator of phonological awareness and the alphabetic principle in kindergarten and first grade students /". view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095280.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 98-103). Also available for download via the World Wide Web; free to University of Oregon users.
Wessels, Elsabé. "Teacher knowledge and implementation of phonological awareness in Grade R / Elsabé Wessels". Thesis, North-West University, 2011. http://hdl.handle.net/10394/4512.
Pełny tekst źródłaThesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
Pitombo, Sheila Coutinho Paiva. "A consci?ncia fonol?gica e o ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico: resultados de um programa de interven??o". Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/454.
Pełny tekst źródłaMade available in DSpace on 2017-02-20T21:07:27Z (GMT). No. of bitstreams: 1 Disserta??o vers?o definitiva.pdf: 3241390 bytes, checksum: ff59d669fa1bb403bb8bada5f77098f0 (MD5) Previous issue date: 2016-08-17
This dissertation is the result of a research carried out in the Post-Graduate Education in Research Line 2: Culture, Formation and Pedagogical Practices, in the Universidade Estadual de Feira de Santana, which aims to analyze the results of a program intervention consists of phonological awareness activities and educational activities of the letter-sound relationships for understanding the alphabetic principle in students of the 3rd grade of elementary school who failed to ensure the reading and writing learning at the right time. At the end of the literacy cycle, many children don?t even guaranteed basic skills of reading and writing, presenting difficulties in understanding the alphabetic principle. Many researches show that there is influence of phonological awareness on children's performance in the written language appropriation. Other studies suggest that intervention programs in phonological awareness are positive for learning of children with difficulties in reading and writing. Researches have suggested that the development of phonological awareness skills linked to the explicit teaching of letter-sound relationships favors a more effective way, the discovery of the alphabetic principle by the child. Thus, to achieve the established objective, we conducted an experimental nature of research carried out in five phases: pre-test, application of the First Phase of the intervention program, post-test 1, implementation of Second Phase of the intervention program and post-test 2. The data found in the reading and writing tests the children were analyzed in qualitative and quantitative approach. The results revealed that the participation of students in the research group in phonological awareness program, and teaching of letter-sound relationships provided an opportunity a breakthrough in the understanding of the alphabetic principle, highlighting the importance of investing in metalinguistic skills and systematic teaching of grapheme-phoneme correspondences in the literacy process. The data presented in this study suggest important educational implications with regard to teacher formation and the use of metalinguistic skills development activities, such as phonological awareness, in addition to systematic and orderly teaching of grapheme-phoneme correspondences.
Esta disserta??o ? o resultado de uma pesquisa desenvolvida no Programa de P?s-Gradua??o em Educa??o, na Linha de Pesquisa 2: Culturas, Forma??o e Pr?ticas Pedag?gicas, da Universidade Estadual de Feira de Santana, que tem por objetivo analisar os resultados de um programa de interven??o composto por atividades de consci?ncia fonol?gica e atividades de ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico com alunos do 3? ano do Ensino Fundamental que n?o conseguiram garantir a aprendizagem da leitura e da escrita no momento adequado. Ao final do ciclo de alfabetiza??o, muitas crian?as ainda n?o garantiram compet?ncias b?sicas de leitura e escrita, apresentando dificuldades na compreens?o do princ?pio alfab?tico. In?meras pesquisas realizadas mostram que h? influ?ncia da consci?ncia fonol?gica no desempenho das crian?as na apropria??o da linguagem escrita. Outros estudos sugerem que programas de interven??o em consci?ncia fonol?gica apresentam resultados positivos na aprendizagem de crian?as com dificuldades na leitura e na escrita. Pesquisas t?m sugerido que o desenvolvimento de habilidades de consci?ncia fonol?gica atrelado ao ensino expl?cito das rela??es letra-som favorece, de uma forma mais efetiva, a descoberta do princ?pio alfab?tico pela crian?a. Dessa forma, para alcan?armos o objetivo tra?ado, realizamos uma investiga??o de natureza experimental realizada com um grupo controle (GC) e um grupo de pesquisa (GP), em cinco fases: pr?-teste, aplica??o da I fase do programa de interven??o, p?s-teste 1, aplica??o da II fase do programa de interven??o e p?s-teste 2. Os dados encontrados nos testes de leitura e escrita das crian?as foram analisados nas abordagens qualitativa e quantitativa. Os resultados revelaram que a participa??o dos alunos do grupo de pesquisa no programa de consci?ncia fonol?gica e ensino das rela??es letra-som oportunizou um avan?o na compreens?o do princ?pio alfab?tico, evidenciando a import?ncia do investimento nas habilidades metalingu?sticas e no ensino sistem?tico das correspond?ncias grafema-fonema no processo de alfabetiza??o. Os dados apresentados nesta pesquisa sugerem importantes implica??es educacionais, no que diz respeito ? forma??o de professores e ? utiliza??o de atividades de desenvolvimento de habilidades metalingu?sticas, tais como a consci?ncia fonol?gica, al?m do ensino l?dico, sistem?tico e ordenado das correspond?ncias grafema-fonema.
Purnell, Thomas Clark. "Principles and parameters of phonological rules evidence from tone languages /". access full-text online access from Digital Dissertation Consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9831516.
Pełny tekst źródłaWilliams, A. Lynn. "Making Phonology Functional: Assessment and Intervention in Clinical Settings". Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/2025.
Pełny tekst źródłaШульгина, М. А., i M. A. Shulgina. "Особенности обучения фонетике китайского языка : магистерская диссертация". Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100758.
Pełny tekst źródłaThe relevance of the master's thesis is caused by globalization, cross-cultural interaction, great integration into politics, economics, education and other fields, the integration of Russian specialists in China. As a result, learning of Chinese is relevant, and it means that in future specialists with language proficiency will be needed, which also implies mastering of Chinese phonetics. The target of the research is the process of teaching Chinese. The research subject is the methodology of teaching Chinese phonetics. The goal of the research is to develop a methodology for teaching the phonetics of Chinese and a set of exercises to train the pronunciation skills. This master's thesis consists of an introduction, two chapters, a conclusion, list of cited references. The work contains 28 figures and 15 tables. The list of cited references includes 72 titles in Russian and English. The body of work is 154 pages. The first chapter “Chinese phonetics and the principles of its teaching” of the master's thesis is devoted to the features of Chinese phonetic system: the sounds, tones, stress, change in sounds and tones in the flow of speech. To emphasize the characteristic features of the phonetic system of Chinese, the description was carried out by comparing them with the features of the phonetic system of Russian. In the second part of the research, the importance of mastering pronunciation skills in teaching any foreign language was emphasized. On account, it is especially important to pay attention to phonetics while learning Chinese, since it is directly related to the peculiarities of its phonetic system. For teaching Chinese phonetics, general didactic, general methodical and particular methodological principles of teaching were determined. On their basis the “complex and combinatorial methodology” of teaching Chinese phonetics was compiled. In the second chapter "Complex and combinatorial methodology of teaching Chinese phonetics”, methodological techniques and recommendations for teaching Chinese phonetics were reviewed and described. A sequence was given in which it is recommended to master the sounds, sound combinations and tones in order to achieve more effective results in learning Chinese phonetics. The features of the pronunciation of Chinese vowels, consonants, sound combinations and tones were reviewed in detail. The second part of the chapter is devoted to a set of exercises for development of phonetic skills in pronouncing and distinguishing sounds, sound combinations, tones, stress; practicing sandhi tones and erization. The set of exercises also includes game exercises for practicing pronunciation and additional exercises that include the cross - cultural aspect of teaching Chinese. This type of exercise includes children's songs, tongue twisters, idiomatic tales from Chinese folklore, and several poems from the Tang Dynasty.
Stark, Robert John Alexander. "The influence of teaching hardwriting, reading and spelling skills on the accuracy of world level reading". Diss., 2010. http://hdl.handle.net/2263/27639.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
unrestricted
Pittman, Ramona Trinette. "Improving spelling ability among speakers of African American vernacular English: an intervention based on phonological, morphological, and orthographic principles". 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1483.
Pełny tekst źródłaMumford, Vivien Patricia. "Implementing the teaching handwriting, reading and spelling skills programme with an intermediate phase deaf Gauteng learner using the spoken language approach". Diss., 2013. http://hdl.handle.net/10500/11896.
Pełny tekst źródłaInclusive Education
M. Ed. (Inclusive Education)
Książki na temat "Phonological principle"
Muthmann, Gustav. Reverse English dictionary: Based on phonological and morphological principles. Berlin: Mouton de Gruyter, 1999.
Znajdź pełny tekst źródłaMarcato, Enrico. Personal Names in the Aramaic Inscriptions of Hatra. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-231-4.
Pełny tekst źródłaMyler, Neil. Exceptions to the Mirror Principle and morphophonological ‘action at a distance’. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198778264.003.0005.
Pełny tekst źródłaBijankhan, Mahmood. Phonology. Redaktorzy Anousha Sedighi i Pouneh Shabani-Jadidi. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198736745.013.5.
Pełny tekst źródłaLobina, David J., i José E. García-Albea. On Language and Thought. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190464783.003.0012.
Pełny tekst źródłaIntroduction to the Principles of Phonological Descriptions. Springer, 2012.
Znajdź pełny tekst źródłaGoad, Heather. Phonological Processes in Children’s Productions. Redaktorzy Jeffrey L. Lidz, William Snyder i Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.4.
Pełny tekst źródłaMuthmann, Gustav. Reverse English Dictionary: Based on Phonological and Morphological Principles. De Gruyter, Inc., 2010.
Znajdź pełny tekst źródłaMachan, Tim William. When English Became Latin. Redaktorzy James Simpson i Brian Cummings. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199212484.013.0014.
Pełny tekst źródłaMaiden, Martin. Origins, substance, and persistence of Romance morphomic patterns. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199660216.003.0012.
Pełny tekst źródłaCzęści książek na temat "Phonological principle"
Elerick, Charles. "Chapter 7. New perspectives on phonological erosion as an aspect of grammaticalization". W Studies in Language Companion Series, 176–96. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/slcs.232.07ele.
Pełny tekst źródłaPierrehumbert, J. B. "Music and the phonological principle: Remarks from the phoneticians’s bench". W Music, Language, Speech and Brain, 132–45. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12670-5_12.
Pełny tekst źródłaDinnsen, Daniel A. "Underspecification and phonological disorders". W Principles and Prediction, 287. Amsterdam: John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/cilt.98.24din.
Pełny tekst źródłaStenson, Nancy J. "Variation in phonological assimilation of Irish Loanwords". W Principles and Prediction, 351. Amsterdam: John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/cilt.98.28ste.
Pełny tekst źródłaSegert, Stanislav. "Phonological and syntactic structuring principles in northwest semitic verse systems". W Proceedings of the Fourth International Hamito-Semitic Congress, 543. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/cilt.44.30seg.
Pełny tekst źródłaArchibald, John. "Chapter 13. Phonological features and phonetic variation in multilingual grammars". W Studies in Bilingualism, 348–79. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.13arc.
Pełny tekst źródłaTurnbull, Rory, i Sharon Peperkamp. "What governs a language’s lexicon? Determining the organizing principles of phonological neighbourhood networks". W Studies in Computational Intelligence, 83–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50901-3_7.
Pełny tekst źródłaHale, Mark, i Charles Reiss. "The Subset Principle in phonology". W The Phonological Enterprise, 27–57. Oxford University PressOxford, 2008. http://dx.doi.org/10.1093/oso/9780199533961.003.0002.
Pełny tekst źródłaHale, Mark, i Charles Reiss. "Phonology as Cognition". W Phonological Knowledge, 161–84. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198241270.003.0007.
Pełny tekst źródłavan Schaaik, Gerjan. "Phonological variation *". W The Oxford Turkish Grammar, 18–28. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198851509.003.0004.
Pełny tekst źródłaStreszczenia konferencji na temat "Phonological principle"
Liu, Ruixue, Baoyang Chen, Meng Chen, Youzheng Wu, Zhijie Qiu i Xiaodong He. "Mappa Mundi: An Interactive Artistic Mind Map Generator with Artificial Imagination". W Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/951.
Pełny tekst źródłaToledo, Sebastián, Catalina Astudillo-Rodriguez, Priscila Verdugo, Santiago Cedillo i Jackelín Verdugo. "Educational game to stimulate phonological awareness in elementary school children". W 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003146.
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