Gotowe bibliografie tematyczne / Oral input

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Oral input”

Autor: Grafiati
Data publikacji: 23 listopada 2024
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Oral input"

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Mehvar, Reza. "Input rate-dependent stereoselective pharmacokinetics: Effect of pulsatile oral input." Chirality 6, no. 3 (1994): 185–95. http://dx.doi.org/10.1002/chir.530060305.

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Mehvar, Reza. "Input rate-dependent stereoselective pharmacokinetics: Enantiomeric oral bioavailability and blood concentration ratios after constant oral input." Biopharmaceutics & Drug Disposition 13, no. 8 (1992): 597–615. http://dx.doi.org/10.1002/bdd.2510130806.

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Kirchhoff, Natalie. "La interacción entre pares y el input escrito." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 11, no. 5 (2022): 1–11. https://doi.org/10.37819/humanrev.v11i5.970.

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The present study investigated the influence of written input on oral peer interactions in a German as a foreign language classroom. Learners participated in six interactive classroom activities. One group of fourteen learners was exposed to oral input during the activities and the other group of fourteen learners, apart from oral input also received written input. Oral interactions were audio recorded and transcribed in order to analyse the frequency and nature of language-related episodes (LREs). The results suggest that written input influences oral interactions.
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Kirchhoff, Natalie. "La interacción entre pares y el input escrito." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 11, no. 5 (2022): 1–11. https://doi.org/10.37819/revhuman.v11i5.970.

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The present study investigated the influence of written input on oral peer interactions in a German as a foreign language classroom. Learners participated in six interactive classroom activities. One group of fourteen learners was exposed to oral input during the activities and the other group of fourteen learners, apart from oral input also received written input. Oral interactions were audio recorded and transcribed in order to analyse the frequency and nature of language-related episodes (LREs). The results suggest that written input influences oral interactions.
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Duong, Phuong-Thao, Maribel Montero Perez, Long-Quoc Nguyen, Piet Desmet, and Elke Peters. "The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking." Studies in Second Language Learning and Teaching 13, no. 1 (2023): 101–24. http://dx.doi.org/10.14746/ssllt.29727.

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The present study investigates the impact of meaningful input on L2 learners’ vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners’ prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same vid
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Acosta, Jomar Francis P. "Portrait of Teaching Oral Communication in Context: Input To A Teaching Model." International Journal of Research Publication and Reviews 5, no. 1 (2024): 4440–45. http://dx.doi.org/10.55248/gengpi.5.0124.0332.

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KITAYAMA, Yunosuke, Koutaroh YAMAZAKI, Motoki USUI, Shiroh ITAI, Jun UCHIYAMA, and Akitoshi ITO. "Development of an oral soft input device." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2020 (2020): 1P2—F07. http://dx.doi.org/10.1299/jsmermd.2020.1p2-f07.

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Amores Sánchez, Mónica, and Elisabet Pladevall Ballester. "The effects of written input on young EFL learners’ oral output." Journal of English Studies 12 (December 20, 2014): 7. http://dx.doi.org/10.18172/jes.2821.

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The present paper explores whether the incentive of written input affects oral language development of young learners of English in a minimal input situation. After an eight-week instruction period with both written and oral input in the experimental group and just oral input in the control group, data were obtained by means of an oral test consisting of question and answer, picture description and L1 translation tasks. The effects on the learners’ oral output were measured with respect to the number of target words, semanticpragmatic appropriateness, syntactic acceptability and L1 translation
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Chen Pichler, Deborah. "Challenging the oral-only narrative." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (2022): 6–26. http://dx.doi.org/10.31299/hrri.58.si.1.

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Learning a language is, at its core, a process of noticing patterns in the language input surrounding the learner. Although many of these language patterns are complex and difficult for adult speakers/signers to recognize, infants are able to find and learn them from the youngest age, without explicit instruction. However, this impressive feat is dependent on children’s early access to ample and well-formed input that displays the regular patterns of natural language. Such input is far from guaranteed for the great majority of deaf and hard of hearing (DHH) children, leading to well-documented
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Kirchhoff, Natalie. "interacción entre pares y el input escrito." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (2022): 1–11. http://dx.doi.org/10.37467/revhuman.v11.3866.

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El estudio presente investigó la influencia del input escrito en las interacciones orales entre pares en un aula de alemán como lengua extranjera. Los aprendientes participaron en seis actividades de interacción en el aula. Un grupo de catorce aprendientes fue expuesto a input oral durante las actividades y el otro grupo de catorce aprendientes aparte del input oral también recibió input escrito. Las interacciones orales fueron grabadas en audio y transcritas para analizar la frecuencia y la naturaleza de los episodios relacionados con la lengua (ERL). Los resultados sugieren que el input escr
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Rozprawy doktorskie na temat "Oral input"

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Bernardo, Tânia Ferreira. "Motivar os alunos para a participação oral : poderá o uso de input visual na sala de aula motivar os alunos para participação oral?" Master's thesis, Porto : [Edição do Autor], 2010. http://hdl.handle.net/10216/54901.

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A motivação é um factor fundamental para uma aprendizagem efectiva na sala de aula e aumentar e direccionar a motivação dos alunos é uma das responsabilidades do professor. Ao deparar-me com a falta de motivação para a participação oral em duas tunnas de língua estrangeira da Escola Secundária António Sérgio, vi nesta problemática o tema adequado para o desenvolvimento do meu projecto de Investigação-acção, realizado durante o meu estágio pedagógico no ensino do Inglês e do Alemão. Após diversas observações de tunna e reflexões acerca de vários materiais e estratégias motivadoras, propus para
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Bernardo, Tânia Ferreira. "Motivar os alunos para a participação oral : poderá o uso de input visual na sala de aula motivar os alunos para participação oral?" Dissertação, Porto : [Edição do Autor], 2010. http://aleph.letras.up.pt/F?func=find-b&find_code=SYS&request=000205592.

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A motivação é um factor fundamental para uma aprendizagem efectiva na sala de aula e aumentar e direccionar a motivação dos alunos é uma das responsabilidades do professor. Ao deparar-me com a falta de motivação para a participação oral em duas tunnas de língua estrangeira da Escola Secundária António Sérgio, vi nesta problemática o tema adequado para o desenvolvimento do meu projecto de Investigação-acção, realizado durante o meu estágio pedagógico no ensino do Inglês e do Alemão. Após diversas observações de tunna e reflexões acerca de vários materiais e estratégias motivadoras, propus para
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Ortega, Duran Mireia. "Crosslinguistic influence in L2 English oral production: the effects of cognitive language learning abilities and input." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/401091.

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The study of crosslinguistic influence (CLI), a phenomenon that emerges due to the interaction of different languages in the learners’ mind, has attracted the attention of SLA researchers since the emergence of the field. It is nowadays clear that learners rely on their previously acquired languages when acquiring and when attempting communication using the target language. However, the extent to which previously acquired knowledge percolates into the language being acquired might depend on varied factors, which have been a fundamental concern in CLI research. A great amount of research in the
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Wolf, James Patrick. "Strategically Planned Versus Rehearsed L2 Narratives Under Different Modality and Input Conditions." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/366512.

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Language Arts<br>Ed.D.<br>In an attempt to investigate the impact of planning on second language (L2) oral production, an experimental study that contrasted the effects of two types of pre-task planning (strategic planning vs. rehearsal) on the L2 oral task performance of 64 Japanese university EFL learners under different modality (aural vs. written) and language (L1 vs. L2) conditions of pre-task input was conducted. The main aim was to determine whether strategic planning (i.e., silent preparation) and rehearsal (i.e., active practice) before L2 oral tasks differentially impact performance
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Oliveira, Santos Diana. "Learning Fixed Expressions in English through watching Sitcoms : the role of Intentionality." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH025.pdf.

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Notre thèse étudie le rôle de l'intention dans l'apprentissage d'expressions figées en anglais lors du visionnage de sitcoms. L'un des principaux sujets d'intérêt de cette thèse est la gamme apparemment illimitée d'activités qu'offre le Web 2.0. Les internautes peuvent l'exploiter à des fins de divertissement, d'information, de communication, de socialisation, de formation et, ce qui nous intéresse le plus dans cette thèse, l'apprentissage des langues. Pour répondre à notre question de recherche « Dans quelle mesure différents niveaux d'intention peuvent influencer l'apprentissage d'expression
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Engel, Hugues. "Dislocation et référence aux entités en français L2 : Développement, interaction, variation." Doctoral thesis, Stockholms universitet, Institutionen för franska, italienska och klassiska språk, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38716.

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This thesis investigates the use and development of dislocations in oral productions by Swedish users of French as a second language (L2). Dislocations are highly frequent in French oral speech and play an essential role in building utterances. L2 users of French must therefore acquire the grammatical means necessary to build this structure as well as the pragmatic principles underlying its use. The study is empirical, and based on a corpus of oral productions from a wide range of non-native speakers (NNS), from beginners studying at university to L2 users who have spent many years in France.
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Monschau, Jacqueline [Verfasser]. "Input and output in oral reading in English : the interaction of syntax, semantico-pragmatics and intonation / vorgelegt von Jacqueline Monschau." 2004. http://d-nb.info/97168121X/34.

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Goldberg, Hanah. "Language Development in Preschoolers at Risk: Linguistic Input among Head Start Parents and Oral Narrative Performance of Deaf and Hard-of-Hearing Children." 2016. http://scholarworks.gsu.edu/epse_diss/108.

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The development of children’s language skills during the preschool years plays a crucial role in subsequent reading and school success. Some children may enter kindergarten with oral language skills that lag behind their peers’. Two such groups are children from low-socioeconomic status (SES) families and those who are deaf or hard of hearing (DHH). Study 1 considered parents’ linguistic input during interactions with their Head Start pre-kindergarten children in two conversational contexts. The first, shared storybook reading, has featured prominently in early language interventions but prove
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Samaranayake, Sarath Withanarachchi. "The effects of authentic materials using role-playing activities on oral proficiency : a case study of Thai undergraduate students." Diss., 2012. http://hdl.handle.net/10500/6029.

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This study investigates the effects of authentic materials and contextually-developed role-playing activities on the oral proficiency of Thai undergraduate students. The study was conducted at Prince of Songkla University, Thailand during the first semester (June to September) of 2010. The study consisted of four research instruments and the data were analyzed using Independent Samples t-test to determine whether the authentic materials and contextually-developed role-playing activities had improved the students’ oral fluency and accuracy in the target language. The findings indicated statisti
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Hugues, Engel. "Dislocation et référence aux entités en français L2: Développement, interaction, variation." Phd thesis, 2010. http://tel.archives-ouvertes.fr/tel-00495686.

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This thesis investigates the use and development of dislocations in oral productions by Swedish users of French as a second language (L2). Dislocations are highly frequent in French oral speech and play an essential role in building utterances. L2 users of French must therefore acquire the grammatical means necessary to build this structure as well as the pragmatic principles underlying its use. The study is empirical, and based on a corpus of oral productions from a wide range of non-native speakers (NNS), from beginners studying at university to L2 users who have spent many years in France.
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Książki na temat "Oral input"

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Williams, Brien R. Doing Video Oral History. Edited by Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0019.

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Oral historians once tended to regard the sound recording of interviews as only the collecting stage of their enterprise. They considered the transcript as the authoritative document of record. This article focuses on the role of historians in capturing oral history through video. Later, however, aural recordings acquired more authority and began to be seen as a legitimate, if not co-equal, version of the interview. Now, oral historians are steadily adding video recording to their work. Foremost among the advantages of using video is the increased information obtained even in a simple “talking
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Ducasse, Ana Maria. Interaction in Paired Oral Proficiency Assessment in Spanish: Rater and Candidate Input into Evidence Based Scale Development and Construct Definition. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2014.

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LaBelle, Brandon. Lexicon of the Mouth. Bloomsbury Academic, 2014. http://dx.doi.org/10.5040/9781501382802.

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Lexicon of the Mouth surveys the oral cavity as the central channel by which self and surrounding are brought into relation. Questions of embodiment and agency, attachment and loss, incorporation and hunger, locution and the non-sensical are critically examined. In doing so, LaBelle emphasizes the mouth as a vital conduit for negotiating "the foundational narrative of proper speech." Lexicon of the Mouth aims for a viscous, poetic and resonant discourse of subjectivity, detailed through the "micro-oralities" of laughing and whispering, stuttering and reciting, eating and kissing, among others.
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Ng, Wan-Fai, Arjan Vissink, Elke Theander, and Francisco Figueiredo. Sjögren’s syndrome—management. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0128.

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Management of Sjögren's syndrome (SS) encompasses confirmation of diagnosis, disease assessment, and treatment of glandular and systemic manifestations including special situations such as pregnancy and SS-related lymphoma. The American European Consensus Group classification criteria 2002 are the current gold standard for the diagnosis of SS. Salivary gland sialometry, sialochemistry, and ultrasound and tear osmolarity may be useful adjuncts. Symptoms of SS are non-specific and must be actively explored. When assessing patients with SS, it is important to consider not only objective parameter
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Ng, Wan-Fai, Arjan Vissink, Elke Theander, and Francisco Figueiredo. Sjögren’s syndrome—management. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199642489.003.0128_update_001.

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Management of Sjögren’s syndrome (SS) encompasses confirmation of diagnosis, disease assessment, and treatment of glandular and systemic manifestations including special situations such as pregnancy and SS-related lymphoma. The American European Consensus Group (AECG) classification criteria 2002 are the current gold standard for the diagnosis of SS. Salivary gland sialometry, sialochemistry, and ultrasound and tear osmolarity may be useful adjuncts. Recently, preliminary classification criteria of the American College of Rheumatology have been introduced as an alternative to the AECG criteria
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Części książek na temat "Oral input"

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Gurzynski-Weiss, Laura, Kimberly L. Geeslin, Avizia Yim Long, and Danielle Daidone. "Chapter 10. Linguistic variation in instructor provision of oral input." In Expanding Individual Difference Research in the Interaction Approach. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aals.16.10gur.

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Ellis, Rod. "Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input." In Studies in Bilingualism. John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sibil.17.06ell.

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Salgado-Robles, Francisco, Angela George, and Brisilda Ndreka. "Dialectal variation in secondary Spanish classrooms in the United States." In Issues in Hispanic and Lusophone Linguistics. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/ihll.43.09sal.

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Abstract This study examines the development of the second-person singular pronouns (usted, tú, and vos) by adolescent learners of Spanish, both heritage- and second-language speakers, participating in a beginner-level Early College Program located on the East Coast of the United States. Learners received input and instruction on all three pronouns through a sociolinguistically informed pedagogical approach. The results of the written fill-in-the-blank task and the oral discourse completion task show increased usage of all three forms from the beginning to the end of the semester by both learn
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Long, Avizia Yim, and Kimberly L. Geeslin. "Chapter 7. Examining the role of instructor first language in classroom-based oral input." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lllt.53.07lon.

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Chen, Xiaobin, and Guonian Wang. "A Study of College Oral English Teaching Based on Immersion Teaching, Input and Output Theories." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-259-0_3.

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Granfeldt, Jonas. "Child L2 acquisition of French." In Research Methods in Applied Linguistics. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/rmal.9.13gra.

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Abstract This paper reviews research on child L2 French (cL2) published since 2000 with a focus on research areas and methodology in a broad sense. The aim of the review is to identify methodological trends in the research, to exemplify, and to provide a discussion of prominent features. The review shows that research on cL2 French has mainly focused on the acquisition of morphosyntax based on oral production data. There are few longitudinal studies while experimental research focusing on comprehension and online processing is largely lacking. Despite being a world language, the number of diff
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Gabrys-Barker, D. "Chapter 18. From Oral Input to Written Output: On Individual Differences in External Storing of Information." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-020.

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Yilmaz, Yucel, Senyung Lee, and Yilmaz Köylü. "Chapter 7. Isolated and combined effects of models and corrective feedback in the acquisition of the Turkish locative morpheme." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.69.07yil.

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This study investigated the relative effects of models, corrective feedback, and a mixed treatment including both models and corrective feedback in the development of the Turkish locative morpheme. Native speakers of English were assigned to one of four conditions: models, corrective feedback, mixed, or control. Participants performed one input-based and one output-based task with a native Turkish speaker and received treatment according to their group assignments. Learners’ performance was measured through a multiple-choice task and an oral picture description test once immediately after the
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Tsimpli, Ianthi Maria, Lina Mukhopadhyay, Anusha Balasubramanian, and Jeanine Treffers-Daller. "Chapter 4. Microstructural properties in the narrative retellings of young English learners in EMI schools in India." In Studies in Bilingualism. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.04tsi.

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The present study investigates narrative microstructure in the English oral retellings of primary school children from disadvantaged backgrounds in India. For these children, the combination of rich linguistic diversity and English as the medium of instruction is a challenge since exposure to English is almost exclusively in the school context. Measures of microstructure include syntactic complexity and finiteness marking as well-known indices of English language ability. Microstructural properties are examined in relation to literacy performance in order to identify possible links between the
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Yan, Xun, Suthathip Ploy Thirakunkovit, Nancy L. Kauper, and April Ginther. "What Do Test-Takers Say? Test-Taker Feedback as Input for Quality Management of a Local Oral English Proficiency Test." In Post-admission Language Assessment of University Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39192-2_6.

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Streszczenia konferencji na temat "Oral input"

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Shahab, Mohammad, Kensaku Matsunami, Zoltan Nagy, and Gintaras Reklaitis. "Process analysis of end-to-end continuous pharmaceutical manufacturing using PharmaPy." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.154363.

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As pharmaceutical manufacturing is transitioning from traditional batch to continuous manufacturing (CM), there is a lack of tools for CM design and development, which can integrate drug substance and drug product unit operations for overall evaluation. Recently, a Python-based PharmaPy framework was proposed to advance the design, simulation, and analysis of continuous pharmaceutical processes. However, the initial library of models only addressed upstream drug substance processing. In this work, new capabilities, including drug product unit operations such as feeder, blender, and tablet pres
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Yuan, Xiangxiang. "College Oral English teaching from the perspective of input and output theory." In 2017 4th International Conference on Information Technology and Career Education. Asian Academic Press Co., Limited, 2017. http://dx.doi.org/10.24104/rmhe/2017.04.02011.

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Yoon, Su-Youn, Chong Min Lee, Klaus Zechner, and Keelan Evanini. "Development of Robust Automated Scoring Models Using Adversarial Input for Oral Proficiency Assessment." In Interspeech 2019. ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-1711.

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Jiang, Ting. "Application of "Output-driven, Input-enabled Hypothesis" in College English Oral Teaching Design." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.116.

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Qian, Guoting, and Yixuan Duan. "On the Curriculum Setting of College Oral English Course Based on Prefabricated Chunk Theory and Input and Output Strategies." In 3rd International Symposium on Social Science (ISSS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/isss-17.2017.13.

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Disserol, Caio, João Henrique Fregadolli Ferreira, Carolina Magalhães Britto, Maria Clara Spesotto, Carla Guariglia, and Marcos Christiano Lange. "Progressive lacunar stroke presenting as cheiro-oral syndrome, dysarthria and hemiataxia." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.636.

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Context: Lacunar infarcts are small infarcts caused by occlusion of a single penetrating vessel, affecting mostly the basal ganglia, subcortical white matter and pons1. Around 20-30% of patients may progress symptoms over hours to days, and this presentation is associated with disability and poor prognosis2. Case report: A 70-year-old man with history of smoking, hypertension and a previous right occipital stroke reported right upper lip paresthesias since awakening. In 2-hours the right perioral region and his right hand were affected. After 3-hours he noted slurred speech. After 4-hours, imb
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Grover, A., P. Wright, S. Antoniou, and C. Jagjot. "4CPS-017 Evaluation of pharmacists’ input in anticoagulation clinic reviewing direct oral anticoagulants initiated in a secondary care hospital in london." In 24th EAHP Congress, 27th–29th March 2019, Barcelona, Spain. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/ejhpharm-2019-eahpconf.166.

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John, Imogen, Ellen Haire, and Clea Atkinson. "118 Perceptions of a supportive care service: overcoming referral barriers to palliative input in advanced non-malignant conditions." In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress, Looking back, moving forwards, 20–21 March 2025, International Convention Centre Belfast, Northern Ireland. British Medical Journal Publishing Group, 2025. https://doi.org/10.1136/spcare-2025-pcc.136.

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Pavaloiu, Ionel bujorel, Simona andreea Sandu, Sorindan Grigorescu, Radu Ioanitescu, and George Dragoi. "VIRTUAL REALITY FOR EDUCATION AND TRAINING IN DENTISTRY." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-052.

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Dental students have to master, along with the theoretical knowledge, a lot of visual, practical and technical skills, essential to the dentistry profession. They include visual assessment of the medical condition, where the three-dimensional (3D) view differs from the images from manuals, first-rate psychomotor skills and understanding of the technical issues arisen in dental practice (restorations, implants, etc...). In recent years, both internationally and nationally, the invasive treatments made by students on patients were limited and are increasingly replaced by various alternative trai
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Araya, Francis Darmont, and Pradeep Radhakrishnan. "Investigating the Design and Manufacture of PneuNet Actuators As a Prosthetic Tongue for Mimicking Human Deglutition." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24220.

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Abstract The number of Total Glossectomy cases in the United States is seeing an increasing trend as per the Nationwide Inpatient Sample Database. Patients, who have undergone such aggressive surgical procedures, have extensive limitations performing basic oral functions such as swallowing (deglutition), eating and speaking. Current rehabilitation prostheses do little in restoring the functionality of the original tongue. This is true especially in deglutition, which is necessary to transfer a bolus to the esophagus. Such patients need advanced prosthetic devices and through this research, inv
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Raporty organizacyjne na temat "Oral input"

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Painter, Scott. ORNL Input to GDSA Repository Systems Analysis FY21. Office of Scientific and Technical Information (OSTI), 2021. http://dx.doi.org/10.2172/1814326.

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Jones, Scott B., Shmuel P. Friedman, and Gregory Communar. Novel streaming potential and thermal sensor techniques for monitoring water and nutrient fluxes in the vadose zone. United States Department of Agriculture, 2011. http://dx.doi.org/10.32747/2011.7597910.bard.

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The “Novel streaming potential (SP) and thermal sensor techniques for monitoring water and nutrient fluxes in the vadose zone” project ended Oct. 30, 2015, after an extension to complete travel and intellectual exchange of ideas and sensors. A significant component of this project was the development and testing of the Penta-needle Heat Pulse Probe (PHPP) in addition to testing of the streaming potential concept, both aimed at soil water flux determination. The PHPP was successfully completed and shown to provide soil water flux estimates down to 1 cm day⁻¹ with altered heat input and timing a
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Tranchant, Jean-Pierre, Jessica Gordon, Jo Carpenter, et al. Bangladesh Initiative to Enhance Nutrition Security and Governance (BIeNGS) Final Evaluation Report. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/ids.2024.036.

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The BIeNGS programme was ultimately designed to lead to improved nutrition status of children and mothers in the two Bangladeshi districts of Jamalpur and Sherpur. This report summarises the endline findings from the evaluation of the BIeNGS programme. This comprised of a mixed methods design combining quantitative surveys with project beneficiary households, Community Clinic and CNP staff together with a qualitative and process component to gather community and implementer perspectives and process monitoring data. Quantitative findings provide a ‘before-after’ comparison of project logframe i
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