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Artículos de revistas sobre el tema "Hirvelän Hirvet"

Autor: Grafiati
Publicado: 27 de julio de 2024
Última modificación: 31 de julio de 2025

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1

Rodgers, Ornaith, Angela Chambers, and Florence Le Baron-Earle. "Corpora in the LSP classroom." International Journal of Corpus Linguistics 16, no. 3 (2011): 391–411. http://dx.doi.org/10.1075/ijcl.16.3.06rod.

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While there is a growing body of research in the use of corpora in the teaching of languages for specific purposes (LSP) since the late 1960’s, learner evaluations of the activity are rarer (see, for example, Yoon & Hirvela 2004 and O’Sullivan & Chambers 2006). This study investigates the use of a corpus of articles on biotechnology in French with native English-speaking university students of biotechnology. After situating the study in the research context, we investigate the issues involved in the creation of an appropriate corpus, describe the integration of the corpus in the French
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2

Kato, Makiko. "Good and Poor Summary Writers' Strategies: The Case of Japanese High School EFL Learners." Journal of Language Teaching and Research 9, no. 6 (2018): 1199. http://dx.doi.org/10.17507/jltr.0906.09.

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Despite general belief about the importance of summary writing in foreign language education, and in the field of teaching Language for Academic Purposes (LAP) (e.g., Swales, 1981; 2000), it is shown that the development of this skill is one of the most difficult skills for learners (e.g., Brown and Day, 1980; Hirvela & Du, 2013; Shi, 2012). This study is part of a larger project and its main purpose is to open the black box by exploring the relationship between performances of summary writing in English as a Foreign Language (EFL) and the strategies used for summary writing in EFL. A tota
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3

Thayer, D. "The Church of Jesus Christ of Latter-day Saints v The United Kingdom: (Application no 7552/09): European Court of Human Rights (Fourth Section): Ziemele (President), Hirvela, Bianku, Tsotsoria, Mahoney, Wojtyczek, Vehabovi JJ; Ziemele and Hirvela JJ joint concurring opinion: 4 March 2013." Oxford Journal of Law and Religion 3, no. 2 (2014): 357–58. http://dx.doi.org/10.1093/ojlr/rwu018.

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4

Puusaari, Maria. "'Leading' as a strategy in the performance-practice of contemporary solo violin music." Music Performance Research 11 (2024): 85–107. http://dx.doi.org/10.14439/mpr.11.4.

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The starting point for the present practice-based study was my observation of the diverse conditions regarding the focus-of-attention that occurs during chamber ensemble and solo performances of contemporary art music. As the violinist leader of a contemporary music ensemble, I focus my attention externally on multidirectional musical interactions with my fellow musicians and the audience. In contrast, when I am in a solo performance, I tend to focus more on my own internal, physical actions. More satisfactory musical results in leading interactive ensemble performances induced a hypothesis th
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5

Jeffers, Lindsay, and Ken Lindblom. "Book Reviews: Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms: George E. Newell, David Bloome, and Alan Hirvela. Routledge, 2015." English Journal 107, no. 5 (2018): 72–75. http://dx.doi.org/10.58680/ej201829611.

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6

Brady, John. "Investigating the Relationship between Classroom Conversation and Argumentative Writing Using Writing Moves and Types of Talk." Acta Paedagogica Vilnensia 40 (October 12, 2018): 94–110. http://dx.doi.org/10.15388/actpaed.2018.0.11890.

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 In this paper, I investigate the relationships between classroom talk and dialogic literary argumentative writing. My work is situated within a larger body of recent research on argumentative writing, taking up a social practice understanding of argumentative writing as being a set of social practices that are situated within a larger process of learning over time (Newell, Bloome & Hirvela 2015). This perspective aligns with the current understandings of writing that have been taken up over the past fifteen years (Nystrand, Green & Weimelt 1993; Klein &a
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7

García-Pastor, María Dolores. "Teaching writing to learn languages in primary, secondary and tertiary education." Didacticae. Journal of Research in Specific Didactics 16 (November 26, 2024): 1–6. https://doi.org/10.1344/did.47787.

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Writing is a complex process that develops over the life span (Bazerman et al., 2018), and is difficult to teach and learn, but essential to master in order to be considered literate in any language (Williams, 2012), and successful in life (Bazerman, 2009; Graham, 2019). The role of writing in learning to write, as well as learning content and language has been acknowledged in writing studies, language education, and second language acquisition (Hirvela et al., 2016; MacArthur et al., 2016). These three orientations to the study of writing have been informed by distinct theoretical frameworks
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8

Thayer, D. "H v Finland: (Application no 37359/09): European Court of Human Rights (Fourth Section): Garlicki (President), Hirvela, Nicolaou, Bianku, Kalaydjieva, Vucinic, De Gaetano, JJ (unanimous): 13 November 2012." Oxford Journal of Law and Religion 2, no. 1 (2013): 236. http://dx.doi.org/10.1093/ojlr/rws069.

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9

Cranmer, F. "Begheluri and Others v Georgia: Application no 28490/02: European Court of Human Rights (Fourth Section): Ziemele (President), Hirvela, Nicolaou, Tsotsoria, Mahoney, Wojtyczek, Vehabovi JJ: 2 October 2014." Oxford Journal of Law and Religion 4, no. 1 (2015): 156–58. http://dx.doi.org/10.1093/ojlr/rwu062.

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10

Ankawi, Ayman. "Academic Vocabulary Acquisition Difficulties for Saudi Postgraduate Students in New Zealand Universities." English Language Teaching 15, no. 9 (2022): 138. http://dx.doi.org/10.5539/elt.v15n9p138.

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Education outcomes for L2 students in academic preparation programs, undergraduate studies, and graduate work are directly influenced by the learning and use of academic vocabulary. Among 15 Saudi graduate students studying in New Zealand, this study investigated at their perspectives with academic vocabulary learning. Students in Saudi Arabia who are enrolled at New Zealand universities were asked about their difficulties in learning academic vocabulary. According to this study, a new perspective on academic vocabulary can be gained by studying students' assessments of their problems
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11

Giles, J. "Bayatyan v Armenia: (Application no 23459/03): European Court of Human Rights (Grand Chamber): Costa (President), Rozakis, Bratza, Lorenzen, Tulkens, Vajic, Garlicki, Gyulumyan, Spielmann, Jaeger, Jebens, Hirvel , Trajkovska, Bianku, Poalelungi, Vucinic, Raimondi JJ: 7 July 2011." Oxford Journal of Law and Religion 1, no. 1 (2012): 292–93. http://dx.doi.org/10.1093/ojlr/rwr007.

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12

Giles, J. "Lautsi v Italy: (Application no 30814/06): European Court of Human Rights (Grand Chamber): Costa (President), Rozakis, Bratza, Lorenzen, Casadevall, Bonello, Vjic, Maruste, Kovler, Jebens, Hirvela, Malinverni, Nicolaou, Power, Kalaydjieva, Poalelungi, Raimondi JJ: 18 March 2011." Oxford Journal of Law and Religion 1, no. 1 (2012): 289–90. http://dx.doi.org/10.1093/ojlr/rwr008.

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13

Thayer, D. "Hamalainen v Finland : Application no 37359/09: European Court of Human Rights, Grand Chamber: Spielmann (President), Casadevall, Raimondi, Villiger, Berro-Lefevre, Hajiyev, Jo iene, Hirvela, Sicilianos, Mose, Potocki, Gri co, Vehabovi JJ; Ziemele J concurring; Sajo, Keller, Lemmens JJ dissenting: 16 July 2014." Oxford Journal of Law and Religion 4, no. 1 (2015): 149–50. http://dx.doi.org/10.1093/ojlr/rwu052.

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14

Giles, J. "Eweida, Chaplin, Ladele and McFarlane v United Kingdom: (Application nos 48420/10, 59842/10, 51671/10, 36516/10): European Court of Human Rights (Fourth Section): Bjorgvinsson, Bratza, Garlicki, Hirvela, Kalaydjieva, Vucinic, De Gaetano JJ, Bratza and Bjorgvinsson JJ joint partially dissenting, Vucinic and De Gaetano joint partially dissenting: 15 January 2013." Oxford Journal of Law and Religion 2, no. 1 (2013): 218–20. http://dx.doi.org/10.1093/ojlr/rwt008.

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15

Giles, J. "Mouvement raelien suisse v Switzerland: (Application no 16354/06): European Court of Human Rights (Grand Chamber): Bratza (President), Tulkens, Casadevall, Birsan, Myjer, Villiger, Hirvela, Sajo, Lazarova Trajkovska, Bianku, Power-Forde, Poalelungi, Vucinic, Pardalos, Yudkivska, Pinto de Albuquerque, Keller JJ: Bratza J concurring, Tulkens, Sajo, Lazaroa, Trajkovska, Bianku, Power-Forde, Vucinic and Yudkivska JJ dissenting: 13 July 2012." Oxford Journal of Law and Religion 2, no. 1 (2012): 224. http://dx.doi.org/10.1093/ojlr/rws050.

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16

Nikula, Ari. "Hirven Alces alces resurssinvalinta useilla mittakaavan tasoilla – puista, taimikoista- ja elinpiireistä maisemiin ja ja ja alueisiin." Dissertationes Forestales 2017, no. 233 (2017). http://dx.doi.org/10.14214/df.233.

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17

Nikula, Ari. "Hirven Alces alces resurssinvalinta useilla mittakaavan tasoilla – puista, taimikoista- ja elinpiireistä maisemiin ja ja ja alueisiin." Dissertationes Forestales 2017, no. 233 (2017). http://dx.doi.org/10.14214/df.5661.

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18

Yu, Shulin. "Profiling second language writing teachers: Discourses from the published literature." Future in Educational Research, February 25, 2025. https://doi.org/10.1002/fer3.70000.

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AbstractIn L2 writing education, the topic of L2 writing teachers, who play critical roles in nurturing and shaping students' L2 writing abilities across diverse educational and social contexts, has received proliferating research attention over the past decades. Despite the accumulated studies in the investigation of L2 writing teachers, nonexistent studies have provided a holistic and comprehensive picture of L2 writing teachers in terms of their unique identities and complex experiences of teaching and learning to teach (Hirvela & Belcher, 2007; Lee, 2010). Therefore, this position pape
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19

Junttila, Santeri. "Palataalidissimilaation kätkemiä balttilaislainoja." Uralica Helsingiensia, no. 15 (October 4, 2024). http://dx.doi.org/10.33341/uh.148316.

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Durch palatale Dissimilation verschleierte baltische LehnwörterDie ins Urfinnische entlehnten baltischen Wörter haben in den ostseefinnischen Sprachen einige alte Züge bewahrt, die sogar das altertümliche Litauische verloren hat. Diese werden hier um eine Vokalvertretung ergänzt: in den ostseefinnischen Baltismen ist das urbaltoslawische *i erhalten (o. mit *e substituiert worden), das in gewissen Wortsippen im Ostbaltischen zu *u, und weiter in gewissen Formengruppen durch die ostbaltische Dehnstufe zu *ī o. *ū geworden ist.Zinkevǐčius (1966: 67–68) beschreibtt den Wandel i > u in den l
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20

Draghici, Carmen. "Right to Respect for Private and Family Life, Home and Correspondence – A Practical Guide to the Article 8 Case-Law of the European Court of Human Rights, Päivi Hirvelä and Satu Heikkilä." International Journal of Law, Policy and The Family 38, no. 1 (2024). http://dx.doi.org/10.1093/lawfam/ebae007.

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21

"Reading and writing." Language Teaching 37, no. 4 (2004): 275–79. http://dx.doi.org/10.1017/s0261444805232639.

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04–517Armand, Françoise (U. de Montréal, Canada; Email: Francoise.Armand@umontreal.ca), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: t22035@cc.ntnu.edu.tw). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.04–519de Jong, Maria T. a
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22

"Reading & writing." Language Teaching 39, no. 1 (2006): 32–40. http://dx.doi.org/10.1017/s0261444806233317.

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06–73Al-Sa'Di, Rami A. & Jihad M. Hamdan (U Jordan, Amman, Jordan; enigma_1g@yahoo.co.uk), ‘Synchronous online chat’ English: Computer-mediated communication. World Englishes (Blackwell) 24.4 (2005), 409–424.06–74Bitchener, John, Stuart Young & Denise Cameron (Auckland, New Zealand), The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing (Elsevier) 14.3 (2005), 191–205.06–75Blevins, Wiley (Scholastic Inc., USA), The importance of reading fluency and the English language learner. The Language Teacher (Japan Association for Languag
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23

"Reading & Writing." Language Teaching 38, no. 4 (2005): 216–29. http://dx.doi.org/10.1017/s0261444805253144.

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05–486Balnaves, Edmund (U of Sydney, Australia; ejb@it.usyd.edu.au), Systematic approaches to long term digital collection management. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 399–413.05–487Barwell, Graham (U of Wollongong, Australia; gbarwell@uow.edu.au), Original, authentic, copy: conceptual issues in digital texts. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 415–424.05–488Beech, John R. & Kate A. Mayall (U of Leicester, UK; JRB@Leicester.ac.uk), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition
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24

"Language learning." Language Teaching 40, no. 2 (2007): 141–57. http://dx.doi.org/10.1017/s0261444807224280.

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07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Den
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