Relevant bibliographies by topics / Cued pronunciation readings

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  2. Dissertations / Theses

Academic literature on the topic 'Cued pronunciation readings'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Cued pronunciation readings"

1

Ehri, Linnea C. "Learning to Read and Spell Words." Journal of Reading Behavior 19, no. 1 (1987): 5–31. http://dx.doi.org/10.1080/10862968709547585.

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Learning to read and spell words is a central part of becoming literate. During text reading, most words are processed, and skilled readers are able to do this effortlessly. How they become skilled at processing graphic cues has been the focus of our research. Findings indicate that prereaders do not acquire graphic skill by learning to read signs and labels in their environment. Rather, mastery of letters is required. Whereas prereaders use visual or context cues to identify words, as soon as children move into reading they shift to letter-sound cues. Initially, words are read by accessing re
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SAITO, KAZUYA, та FRANÇOIS-XAVIER BRAJOT. "Scrutinizing the role of length of residence and age of acquisition in the interlanguage pronunciation development of English /ɹ/ by late Japanese bilinguals". Bilingualism: Language and Cognition 16, № 4 (2013): 847–63. http://dx.doi.org/10.1017/s1366728912000703.

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The current project examined whether and to what degree continued L2 input, operationalized as length of residence (LOR), and age of acquisition (AOA), defined as the first intensive exposure to the target language, can be predictive of adult Japanese learners’ production of word-initial English /ɹ/. Data were collected from 65 participants, consisting of three groups of Japanese learners of English (n = 13 for Short-, Mid-, and Long-LOR groups, respectively) and two groups of baseline speakers (n = 13 for Japanese- and English-Baseline groups, respectively). Their production of /ɹ/ was elicit
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3

"Language learning." Language Teaching 39, no. 1 (2006): 19–32. http://dx.doi.org/10.1017/s0261444806223310.

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06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@
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Abidin, Crystal. "‘I also Melayu ok’ – Malay-Chinese Women Negotiating the Ambivalence of Biraciality for Agentic Autonomy." M/C Journal 17, no. 5 (2014). http://dx.doi.org/10.5204/mcj.879.

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Biracial Phenotypes as Ambivalent SignifiersRacialisation is the process of imbuing a body with meaning (Ahmed). Rockquemore et al.’s study on American Black-White middle-class college youth emphasises the importance of phenotypes in interracial children because “physical appearance is the primary cue for racial group membership… and remains the greatest factor in how mixed-race children are classified by others” (114). Wilson’s work on British mixed race 6 to 9-year-olds argues that interracial children classify other children based on how “they locate themselves in the racial structure and h
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"Language learning." Language Teaching 36, no. 4 (2003): 259–71. http://dx.doi.org/10.1017/s0261444804222005.

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04–573 Akker, Evelien (Nijmegen U., The Netherlands; Email: e.akker@nici.kun.nl) and Cutler, Anne. Prosodic cues to semantic structure in native and non-native listening. Bilingualism: Language and Cognition (Cambridge, UK), 6, 2 (2003), 81–96.04–574 Allen, Heather W. (University of Pittsburgh) and Herron, Carol A. mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals (New York, USA), 36, 3 (2003), 370–385.04–575 Barcroft, Joe (Washington U., MO, USA; Email: barcroft@artsci.wustl.edu). Effects of questions about word meaning du
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Dissertations / Theses on the topic "Cued pronunciation readings"

1

Mueller, Holly A. "Developing Cued Pronunciation Readings for Latter-day Saint Missionaries Learning English." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2211.

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The focus of this project was to develop self-directed pronunciation materials for a specialized group of English as a second language (ESL) learners—missionaries at the Provo Missionary Training Center (MTC) of The Church of Jesus Christ of Latter-day Saints. A set of six Cued Pronunciation Readings (CPRs) were developed. CPRs are computer-based, self-directed pronunciation materials designed to help students perceive pausing, word stress, and sentence-final intonation in spoken English and practice these features through a sequence of oral reading tasks. The CPRs developed in this project we
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2

Jolley, Caitlin. "The Effect of Computer-Based Pronunciation Readings on ESL Learners' Perception and Production of Prosodic Features in a Short-Term ESP Course." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4321.

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Recent studies on pronunciation teaching in ESL classrooms have found that the teaching of suprasegmentals, namely stress, pausing, and intonation, has a great effect on improving intelligibility (Derwing, Munro, & Wiebe, 1998; Kang, Rubin, & Pickering, 2010; Morley, 1991). The current project describes the development and implementation of computer-based pronunciation materials used for an English for Specific Purposes (ESP) program. The pronunciation program made use of cued pronunciation readings (CPRs) which used suprasegmentals and were developed for English as a second language (ESL) mis
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