Cargando…

The Development of Reference Realization and Narrative in an Australian Contact Language, Wumpurrarni English

The development of narrative skill has been investigated extensively in a wide range of languages, cross-linguistically and in multilingual settings (Berman and Slobin, 1994b; Severing and Verhoeven, 2001; Hickmann, 2004; Strömqvist and Verhoeven, 2004). The present study investigates the developmen...

Descripción completa

Detalles Bibliográficos
Autor principal:	Disbray, Samantha
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2016
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4737913/ https://www.ncbi.nlm.nih.gov/pubmed/26869952 http://dx.doi.org/10.3389/fpsyg.2016.00043

Ejemplares similares

Child-caregiver interaction in two remote Indigenous Australian communities
por: Vaughan, Jill, et al.
Publicado: (2015)

The Effects of Home Language and Bilingualism on the Realization of Lexical Stress in Welsh and Welsh English
por: Mennen, Ineke, et al.
Publicado: (2020)

Refugee Children and English Language: Challenges From English Language Teachers’ Perspectives
por: Alrawashdeh, Haneen Abdaljaleel, et al.
Publicado: (2022)

Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms
por: Fu, Jiangtao
Publicado: (2021)

Strategic Processing of Chinese Young English Language Learners in an International Standardized English Language Test
por: Han, Feifei
Publicado: (2018)

Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes
por: An, Zhujun, et al.
Publicado: (2021)

Phonetic Realizations of Metrical Structure in Tone Languages: Evidence From Chinese Dialects
por: Guo, Chengyu, et al.
Publicado: (2022)

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers
por: Chen, Mo, et al.
Publicado: (2023)

English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation
por: Lu, Huashan, et al.
Publicado: (2022)

The Role of English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge on English as a Foreign Language Students’ Achievement
por: Duan, Guoxiang, et al.
Publicado: (2022)

Second Language Interference during First Language Processing by Arabic–English Bilinguals
por: Alsaigh, Tahani, et al.
Publicado: (2017)

Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude
por: Habók, Anita, et al.
Publicado: (2022)

Measuring Chinese English-as-a-foreign-language learners’ resilience: Development and validation of the foreign language learning resilience scale
por: Guo, Nianyu, et al.
Publicado: (2022)

Motivational Factors Affecting Iranian English as a Foreign Language (EFL) Learners’ Learning of English Across Differing Levels of Language Proficiency
por: Bagheri Nevisi, Reza, et al.
Publicado: (2022)

The cultural sustainability in English as foreign language textbooks: Investigating the cultural representations in English language textbooks in China for senior middle school students
por: Lu, Jun, et al.
Publicado: (2022)

Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge
por: Liu, Liyan, et al.
Publicado: (2022)

Development of a pronunciation teaching perception scale (PTPS) for preservice English language teachers
por: Ercan, Halil, et al.
Publicado: (2022)

Metaphoric Reference: An Eye Movement Analysis of Spanish–English and English–Spanish Bilingual Readers
por: Heredia, Roberto R., et al.
Publicado: (2016)

The Role of English as a Foreign Language Teachers’ and Learners’ Emotions and Language Achievement and Success
por: Huang, Qian
Publicado: (2021)

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?
por: Wang, Xiaoyan
Publicado: (2021)

English as a Foreign Language Learners’ Well-Being and Their Academic Engagement: The Mediating Role of English as a Foreign Language Learners’ Self-Efficacy
por: Jia, Hui
Publicado: (2022)

The Role of Technology-Based Education and Teacher Professional Development in English as a Foreign Language Classes
por: Zhang, Weihong
Publicado: (2022)

Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons
por: Yaccob, Nur Syafiqah, et al.
Publicado: (2022)

Online assessment of narrative macrostructure in adult Irish-English multilinguals
por: Antonijevic, Stanislava, et al.
Publicado: (2022)

The English as a Foreign Language Learners’ Psychological and Emotional Perceptions on Technology Integration in Language Classrooms
por: Yu, Xiao
Publicado: (2022)

Exaggeration of Language-Specific Rhythms in English and French Children's Songs
por: Hannon, Erin E., et al.
Publicado: (2016)

Language Dominance and Cognitive Flexibility in French–English Bilingual Children
por: Nicoladis, Elena, et al.
Publicado: (2018)

Reading in English as a Foreign Language by Spanish Children With Dyslexia
por: Suárez-Coalla, Paz, et al.
Publicado: (2020)

Beyond English: Considering Language and Culture in Psychological Text Analysis
por: Kučera, Dalibor, et al.
Publicado: (2022)

Vocabulary Mobile Learning Application in Blended English Language Learning
por: Polakova, Petra, et al.
Publicado: (2022)

Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners: Self-regulation, academic hope, and academic engagement among English language learners
por: Izadpanah, Siros, et al.
Publicado: (2022)

Early Predictors of Learning a Foreign Language in Pre-school – Polish as a First Language, English as a Foreign Language
por: Łockiewicz, Marta, et al.
Publicado: (2018)

Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary Schools
por: Spoden, Christian, et al.
Publicado: (2020)

Towards the Sustainability of English Language Teachers Professionalism via Professional Development Programs: Extrinsic and Intrinsic Satisfactions
por: Omar, Ruzana, et al.
Publicado: (2022)

Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language
por: Wang, Mingzhe, et al.
Publicado: (2023)

Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation with Chinese College English Language Learners
por: Han, Feifei
Publicado: (2017)

The Role of English as a Foreign Language Teachers’ Mindfulness and Compassion in Fostering Students’ Foreign Language Enjoyment
por: Huang, Jingjing
Publicado: (2022)

Chinese Self, Australian Other: Chinese as a Foreign Language Teacher Identity Construction in Australian Contexts
por: Han, Yu, et al.
Publicado: (2021)

The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish
por: Llaurado, Anna, et al.
Publicado: (2020)

Book Review: East Asian Perspectives on Silence in English Language Education
por: Wang, Ping, et al.
Publicado: (2021)

Cannot write session to /tmp/vufind_sessions/sess_iab14mutjss5o67i3hp4u57vgl