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 Cross-linguistic Transfer of Reading Skills in Bilingual Children. A Dynamic Perspective
Наименование:

Cross-linguistic Transfer of Reading Skills in Bilingual Children. A Dynamic Perspective

автор Elizabeth P. P. издательство Книга по Требованию Педагогика среднего специального образования
Cтраниц 136        мягкая обложка       
Аннотация:Quantitative analysis, using parallel measures, showed that despite differences in language (non- cognates) and orthography (alphabetic vs. non- alphabetic), there was evidence of transfer of literacy skills. Furthermore, this transfer was bi- directional: The study also showed that both vocabulary and phonological awareness were important predictors of reading in L1 and L2. The analysis and findings should be especially useful to language researchers and educators as well as those interested in language development in bilinguals. English skills predicted Chinese reading performance, and Chinese skills predicted English reading performance. The study showed that language, orthographic, motivational, and environmental factors affected literacy development in English and Chinese. The current study investigated bilingual English-Chinese children’s knowledge of first (L1) and second language (L2) to determine the nature of transfer of literacy skills between two non-cognate languages. There is a dynamic relationship between oral and reading skills in bilingual development.
Автор: Elizabeth P. P.
Издательство: Книга по Требованию
Год:2009
Цена:
2415 руб
Нет в наличии
Поиск: Cross-linguistic Transfer of Reading Skills in Bilingual Children. A Dynamic Perspective
НОВЫЙ ГОД СИМВОЛ 2013 ГОДАУКРАШЕНИЯ
КАРНАВАЛ НА НОВЫЙ ГОД РАСПРОДАЖА
Ортомолекулярная медицина Orthomol Устрание причин заболеваний. Ортомоль это новый метод для лечения и профилактики болезней. Orthomol - ортомолекулярная медицина.
Ролевые игры на уроках английского языка на основной ступени обучения в средней...

Wha will Khoma say? Pupil 3: I is o rai y oday, e c. Лялька – знак ситуації Перед класом з'являється незнайома лялька. Це створює стимул до діалогу – розпиту: “Wha is your ame? How old are you? Do you go o school? Wha marks do you ge a school?” і т.д. За діалогом випливає узагальнення усього, що учні довідалися про ляльку. Лялька – партнер, адресат мови Ось приклади ігрових завдань з лялькою в цій функції: eacher: We are all grow -ups, a d he dolls are our childre . ell your childre how hey mus cross he s ree . ell your childre o pu o warm clo hes because i is cold a d wi dy oday. ell your childre o read ( o walk he dog, o feed he ca , e c.) whe hey come home from school. Якщо при звичайній парній роботі такого роду половині групи приділяється роль слухаючих (часто пасивна), то за допомогою ляльки – партнера збільшується індивідуальний час говоріння учнів удвічі. Лялька – третій персонаж, об’єкт розмови Учитель може дати дітям таке завдання. eacher: “Your doll is ow big. I ca ru , i ca jump, i ca si g, i ca da ce. I ca do ma y hi gs. ell your frie d wha your doll ca do a d ask him wha his doll ca do.
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