Results 131 to 140 of about 146,510 (332)
Huarte de San Juan. Filología y Didáctica de la Lengua, 2020 The aim of this study is to analyse and compare three different methodologies (glossed L1 translation, image-based and video-based) for vocabulary learning taking into account the two kinds of vocabulary knowledge: receptive/passive and productive/active.
Mª Camino Bueno Alastuey +1 more
doaj
Extensive reading in a second language : literature review and pedagogical implications [PDF]
, 2015 textThis Report explores the importance of including extensive reading (ER) program in English as a second language (ESL) or English as a foreign language (EFL) context.
Hong, Sunju
core
Children With ASD Do Not Understand Hidden Emotions Before False Belief Attribution
Autism Research, EarlyView.ABSTRACT Previous studies concluded that theory of mind (ToM) development is deviant in autism spectrum disorders (ASD). Typically developing children's ability to understand that one may hide their emotion would be acquired before false belief understanding in children with ASD (e.g., Peterson and Wellman 2019), but with contradictory results (e.g ...
Morgane Burnel +5 more
wiley +1 more source
Comparing Receptive and Productive Academic Vocabulary Knowledge of Chinese EFL Learners
Asian Social Science, 2010 Vocabulary acquisition has been a major concern of English teachers and learners. Much research has been done to examine vocabulary knowledge of Chinese EFL learners, but little has done so far on academic vocabulary. The study reported in the paper sets out to investigate the receptive and productive academic vocabulary knowledge of Chinese EFL ...
openaire +2 more sources
Autism Research, EarlyView.ABSTRACT Bilingualism has been associated with enhanced metalinguistic awareness (MA), the ability to reflect upon language. However, findings remain mixed, and little is known about how proficiency in the most proficient (L1) and second‐best language (L2) contribute to MA, especially in children with autism spectrum disorder (ASD), who often present ...
Pauline Wolfer +2 more
wiley +1 more source
LanguagesPrior to enrolling in an English as a medium of instruction (EMI) institution, students must show an English proficiency level through meeting a benchmark on a standard English proficiency test, which is typically aligned with the Common European ...
Zhiqing Li +3 more
doaj +1 more source
Speech-Language Pathologists Collaborating with Head Start to Improve Children’s Early Language and Literacy Skills: Efficacy and Intensity Effects [PDF]
, 2011 The current study examined the efficacy of a speech-language pathologist–designed and implemented emergent literacy program for Head Start preschoolers and the influence of intensity of intervention on children’s gains.
Berman, Sue, Moyle, Maura Jones
core +1 more source
Why We Need to Study Assisted Methods to Teach Typing to Nonspeaking Autistic People
Autism Research, EarlyView.ABSTRACT At least one third of autistic people have limited or no speech. Most nonspeaking autistic people are never provided alternatives that would enable the full range of expression that speech allows, significantly limiting their access to educational, social, and employment opportunities.
Vikram K. Jaswal +4 more
wiley +1 more source
Computer Assisted Language LearningResearch has shown that students learning English as a foreign language can enhance their vocabulary knowledge through exposure to the target language outside of school.
Raees Calafato, Tobias Clausen
semanticscholar +1 more source
Autism Research, EarlyView.ABSTRACT Past research has revealed large differences between typically developing (TD) and autistic children's language development. However, little is known about whether such differences are quantitative or qualitative, especially in the morphosyntactic domain.
Ziyan Meng +3 more
wiley +1 more source