Bibliographies thématiques / Cued pronunciation readings

Sommaire

  1. Articles de revues
  2. Thèses

Littérature scientifique sur le sujet « Cued pronunciation readings »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 10 février 2022

Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres

Choisissez une source :

Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Cued pronunciation readings ».

À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.

Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.

Articles de revues sur le sujet "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.

Texte intégral
Résumé :
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
Styles APA, Harvard, Vancouver, ISO, etc.
2

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.

Texte intégral
Résumé :
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
Styles APA, Harvard, Vancouver, ISO, etc.
3

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

Texte intégral
Résumé :
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@
Styles APA, Harvard, Vancouver, ISO, etc.
4

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.

Texte intégral
Résumé :
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
Styles APA, Harvard, Vancouver, ISO, etc.
5

"Language learning." Language Teaching 36, no. 4 (2003): 259–71. http://dx.doi.org/10.1017/s0261444804222005.

Texte intégral
Résumé :
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
Styles APA, Harvard, Vancouver, ISO, etc.

Thèses sur le sujet "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.

Texte intégral
Résumé :
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
Styles APA, Harvard, Vancouver, ISO, etc.
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.

Texte intégral
Résumé :
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
Styles APA, Harvard, Vancouver, ISO, etc.
Nous offrons des réductions sur tous les plans premium pour les auteurs dont les œuvres sont incluses dans des sélections littéraires thématiques. Contactez-nous pour obtenir un code promo unique!

Vers la bibliographie