Kooperativer Bibliotheksverbund

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Format: 23 p , Full text online , 21 cm

Edition: 4th ed

Edition: Farmington Hills, Mich Thomson Gale Online-Ressource The Making of the Modern World Available via the World Wide Web

Note: Goldsmiths'-Kress no. 26716.6 , OCLC, 17594715 , Reproduction of original from Kress Library of Business and Economics, Harvard University , Available via the World Wide Web

Language: English

URL: Volltext  (Deutschlandweit zugänglich)

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Format: 23 p , Full text online

Edition: 3rd ed

Edition: Farmington Hills, Mich Thomson Gale Online-Ressource The Making of the Modern World Available via the World Wide Web

Note: Goldsmiths'-Kress no. 26405 , OCLC, 17465757 , Reproduction of original from Goldsmiths' Library, University of London , Available via the World Wide Web

Language: English

URL: Volltext  (Deutschlandweit zugänglich)

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Format: 1 Online-Ressource (xvii, 563 Seiten).

ISBN: 978-1-108-64371-9

Content: The majority of children acquire language effortlessly but approximately 10% of all children find it difficult especially in the early or preschool years with consequences for many aspects of their subsequent development and experience: literacy, social skills, educational qualifications, mental health and employment. With contributions from an international team of researchers, this book is the first to draw together a series of new analyses of data related to children's language development, primarily from large-scale nationally representative population studies, and to bring a public health perspective to the field. The book begins with a section on factors influencing the patterns of language development. A second section explores continuity and change in language development over time. The third explores the impact on individuals with developmental language disorders (DLD), the effectiveness of available interventions, and broader issues about the need for equity in the delivery of services to those with DLD.

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-1-108-49409-0

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

Keywords: Spracherwerb

DOI: 10.1017/9781108643719

URL: Volltext  (URL des Erstveröffentlichers)

URL: lizenzpflichtig

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Format: 392 p , Full text online , 23 cm

Edition: 2nd ed

Edition: Farmington Hills, Mich Thomson Gale Online-Ressource The Making of the Modern Law Available via the World Wide Web

Note: Includes bibliographical references and index , OCLC, 23898797 , Reproduction of original from Harvard Law School Library , Available via the World Wide Web

Language: English

URL: Volltext  (Deutschlandweit zugänglich)

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Format: 32, xxi, 392 p , Full text online , 23 cm

Edition: Farmington Hills, Mich Thomson Gale Online-Ressource The Making of the Modern Law Available via the World Wide Web

Note: Includes bibliographical references and index , OCLC, 23862851 , Reproduction of original from Harvard Law School Library , Available via the World Wide Web

Language: English

URL: Volltext  (Deutschlandweit zugänglich)

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Format: 1 online resource (X, 365 p.)

ISBN: 9783110746723 , 9783110766820

Series Statement: Applications of Cognitive Linguistics [ACL] , 49

Content: How can insights from Construction Grammar (CxG) be applied to foreign language learning (FLL) and foreign language teaching (FLT)? This volume explores several aspects of Pedagogical Construction Grammar, with a specific look at issues relevant to second language acquisition, FLL, and FLT. The contributions in this volume discuss a wide range of constructions, as well as different resources, methodologies, and data used to learn constructions in the language classroom. More specifically, they seek to provide answers to the following questions: What do new constructional approaches to teaching and learning foreign language look like that take the insights of CxG seriously? What should electronic resources using constructions and semantic frames for foreign language instruction look like? How should constructions (pairings of form with meaning/function) in the foreign language classroom be introduced? What role does frequency play in learning constructions in the language classroom? What types of strategies does CxG offer to facilitate the acquisition of a second language? This volume is relevant for anyone interested in second language acquisition, foreign language pedagogy, Construction Grammar, and Cognitive Linguistics. Endorsements: If first language learning flows forth from language use, teaching language should be based on relevant usage-patterns, modified in accordance with the advanced cognitive and linguistic knowledge of older learners. The current volume shows how insights from first and second language learning and usage-based Construction Grammar can be turned into evidence-based teaching strategies.Heike Behrens, University of Basel Usage-based Construction Grammar has changed our view of language learning, but it is only recently that researchers have begun to apply the insights of the constructionist approach to language pedagogy. This volume brings together a collection of articles in which experts of Construction Grammar and Usage-based Linguistics make concrete proposals for teaching constructions by using corpora and other resources. A must read for everybody interested in grammar teaching.Holger Diessel, University of Jena With Directions for Pedagogical Construction Grammar, Boas has produced an impressive and much-needed volume which excels at illustrating the immense potential of constructionist approaches to improve language pedagogy. The contributions to this volume, all authored by leading cognitive and corpus linguists, convincingly describe what a successful future of language teaching could look like-one that is founded in usage-based linguistics and takes language patterns seriously. I consider this volume essential reading for any applied linguist.Ute Römer, Georgia State University

Note: Frontmatter -- , Preface -- , Contents -- , I Introduction -- , From Construction Grammar(s) to Pedagogical Construction Grammar -- , II Data and methodology in Pedagogical Construction Grammar -- , On, or against?, (just) frequency -- , Constructing learner speech: On the use of spoken data in Applied Construction Grammar -- , L2-words that go together - more on collocation and learner language -- , III Learning and teaching constructions -- , Construction-based teaching of German verbless directives to Italian-speaking learners -- , Securing strategic input for L2 learners: Constructions with Russian motion verbs -- , Pedagogic applications of the English Constructicon -- , Learned attention beyond typological bootstrapping: Constructional repertoires and constructional complexity in the spatial language domain -- , IV Frame-based teaching and learning -- , Teaching second year German using frames and constructions -- , Frame-based metonymy in teaching L2 vocabulary -- , Towards a FrameNet for linguistic terminology: Theoretical foundations, lexicographic practice, didactic potential -- , Author Index -- , Subject Index , Issued also in print. , Mode of access: Internet via World Wide Web. , In English.

In: DG Plus DeG Package 2022 Part 1, De Gruyter, 9783110766820

In: EBOOK PACKAGE COMPLETE 2022 English, De Gruyter, 9783110993899

In: EBOOK PACKAGE COMPLETE 2022, De Gruyter, 9783110994810

In: EBOOK PACKAGE Linguistics 2022 English, De Gruyter, 9783110993707

In: EBOOK PACKAGE Linguistics 2022, De Gruyter, 9783110993684

In: Mouton eBook Package 2022, De Gruyter, 9783110791297

Additional Edition: ISBN 9783110746778

Additional Edition: ISBN 9783110746648

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

Keywords: Konferenzschrift

DOI: 10.1515/9783110746723

URL: https://doi.org/10.1515/9783110746723

URL: https://www.degruyter.com/isbn/9783110746723

URL: Cover

URL: lizenzpflichtig

URL: lizenzpflichtig

URL: Cover

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Format: 1 online resource (xvii, 563 pages) : , digital, PDF file(s).

Edition: 1st ed.

ISBN: 1-316-99693-X , 1-108-64079-6 , 1-108-64371-X

Content: The majority of children acquire language effortlessly but approximately 10% of all children find it difficult especially in the early or preschool years with consequences for many aspects of their subsequent development and experience: literacy, social skills, educational qualifications, mental health and employment. With contributions from an international team of researchers, this book is the first to draw together a series of new analyses of data related to children's language development, primarily from large-scale nationally representative population studies, and to bring a public health perspective to the field. The book begins with a section on factors influencing the patterns of language development. A second section explores continuity and change in language development over time. The third explores the impact on individuals with developmental language disorders (DLD), the effectiveness of available interventions, and broader issues about the need for equity in the delivery of services to those with DLD.

Note: Title from publisher's bibliographic system (viewed on 15 Aug 2022). , Cover -- Half-title -- Title page -- Copyright information -- Contents -- List of Figures -- List of Tables -- List of Contributors -- A Tribute to Our Friend, Colleague and Fellow Editor, Professor James Law -- Introduction -- 1 Language Development: Individual Differences in a Social Context -- Finding 1: Not All Children Learn Languages at the Same Rate -- Finding 2: The Existence of Differences and Disorders -- Finding 3: Patterns of Language Development Change over Time -- Language and Associated Factors -- Language Change at an Individual and a Societal Level -- A Word about Measurement -- Who Is This Book For? -- The Organisation of the Book -- References -- 2 Social Contexts and Language Development: Past, Present and Future -- Introduction -- A Brief History of Social Context as a Variable in the Study of Language Development -- Methodological Advances in the Study of Language Development -- Two Current Case Studies of Social Context Influences on Language Development -- Home Influences on the Development of English and Spanish among Children in Immigrant Families in the United States -- Home and Childcare Influences on the Development of Danish (in Denmark) -- Conclusion and Future Directions -- References -- Part One Factors Influencing Language Development -- 3 Genetic Studies of Language Disorders -- Introduction -- Phenotype of Developmental Language Disorder -- Symptomatology and Diagnosis of Developmental Language Disorder -- Phenotyping in Genetic Studies of Developmental Language Disorder -- The Genetics of Developmental Language Disorder -- Heritability of DLD -- Contribution of Twin Studies for Estimating Heritability -- Complexity of Language Disorders -- Mendelian Genetics Primer -- Inherited Family Models -- De Novo Inheritance Model -- Rare Variants in Language Disorders -- The Role of Rare Variants in Complex Disease. , Copy Number Variants (CNVs) -- Common Genetic Model -- Linkage Analyses -- Genome-Wide Association Studies -- Missing Heritability and Outstanding Issues -- Gene-Gene Interactions -- Gene-Environment Interactions -- Epigenetics -- Summary -- References -- 4 Hearing and Language -- Introduction -- Why Consider the Role of Hearing in Language? -- Hearing and the Auditory System -- Detecting Permanent Hearing Loss: The First Step to Improving Language Development -- Sensorineural Hearing Loss and Language Development -- Language Outcomes of Children with Sensorineural Hearing Loss -- Influences on Language Outcomes -- Conductive Hearing Loss and Language Development -- Language Development and OME -- Challenges to the Language-rich Environment -- Conclusion -- Next Research Steps -- References -- 5 Co-occurrence between Language Disorders and Common Conditions in Childhood -- Overview -- Overlap between Autism and Language Disorder and Difficulties -- Autism Definition and Prevalence -- Cross-sectional Studies of Autism and Language -- Language Phenotype in Autism -- Language Subgroups -- Longitudinal Studies of Language in Autistic Children -- Overlap between ADHD and Language Disorder and Difficulties -- ADHD Definition and Prevalence -- Cross-sectional Studies of Language in Children with ADHD -- Longitudinal Studies of Language in Children with ADHD -- Types of Language Difficulties in Individuals with ADHD -- Overlap between Language Difficulties and Internalising and Externalising Disorders -- Definition and Prevalence -- Cross-sectional Studies -- Longitudinal Studies -- Predictors of Internalising and Externalising Disorders in Children with LI -- Summary -- References -- 6 Language and Cognition -- Introduction -- Heterogeneity in Developmental Profiles and the Interrelation between Language and Cognitive Development. , Language Acquisition: The Impact of Cognitive Development, Information Processing, and Learning Abilities -- Cognitive Development: The Impact of Verbal Input, Communication, and Language Acquisition -- The Dynamic Interplay between the Development of Facets of Cognition and Language -- The Interplay of Early Language Development and Early Perception, Information Processing, and Learning Abilities: Sensitivities, Biases and Their Impact on Language and Cognitive Development -- Memory and Its Relation to Language Development -- Working Memory and the Acquisition of the Lexicon -- Working Memory and the Acquisition of Grammar -- The Interrelation between Language and Conceptual Development -- Language and the Development of a Theory of Mind -- Language and the Development of Learning -- Conclusion -- References -- 7 Growing Up in Multilingual Communities -- Introduction -- Becoming Multilingual -- How Do People Become Multilingual? -- Immigration and Multilingualism -- Education and Multilingualism -- Degrees of Multilingualism -- Language Contact -- Growing Up in Multilingual Contexts -- Patterns of Multilingual Acquisition -- Language Context and Demands -- Bilingual and Multilingual Children with Developmental Language Disorder -- The Challenge of Identifying DLD in Bilinguals -- Is There a Bilingual Disadvantage (for DLD)? -- Could There Be a Bilingual Advantage for DLD? -- Outcomes of Reduced L1 Environments -- Language Restructuring -- Longer-term Outcomes -- Supporting Bilingual Language Acquisition -- Summary -- References -- 8 Parent-Child Interaction and Its Impact on Language Development -- What Is Already Known on This Topic? -- What Should the Research Steps Be for the Next 5-10 Years? -- Introduction -- What Is Known about Parent-Child Interaction and Language Learning -- The Quantity and Quality of Adult Linguistic Input. , Parental Responsiveness -- Measuring Parent-Child Interaction -- Parent-reported Measures -- Direct Observational Measures -- Associations between Parent-Child Interaction and Pragmatic Language and Academic Outcomes in a Sample of Slow-to-talk Toddlers -- Methods -- Measures -- Q1 & -- Q2: Predictors at Age 2: Maternal Responsive Behaviours -- Q2: Other Maternal Behaviours and Mother-Child Interactive Behaviours -- Outcomes Measures -- Q2: Academic Outcomes at Age 9 -- Potential Confounders Selected A Priori -- Analyses -- Results and Findings -- Q1. Pragmatic Language Outcome -- Q2. Academic Outcomes (Age 9) -- Discussion -- Summary -- References -- 9 Cognitive Competencies and Signals of Risk -- Introduction -- Methodology -- What Do We Mean by Cognitive Development? -- Principles of Cognitive Development -- Findings -- Children's Understanding of Objects -- What Is It? -- What Other Competencies Are Associated with Children's Object Knowledge? -- How Does Children's Knowledge of Objects Impact Their Cognitive Development over Time? -- How Does the Child's Understanding of Objects Develop During the First 5 Years? -- What Factors Are Associated with the Development of Children's Understanding of Objects during the First 5 Years and How Is the Child's Understanding of Objects Best Measured? -- What Are the Implications for Early Intervention? -- Children's Theory of Mind -- What Is It? -- What Other Competencies Are Associated with the Development of Children's Theory of Mind? -- How Does Children's Theory of Mind Impact Their Cognitive Development over Time? -- How Does the Child's Theory of Mind Develop during the First 5 Years? -- What Factors Are Associated with the Development of Theory of Mind during the First 5 Years and How Is Theory of Mind Best Measured? -- What Are the Implications for Early Intervention?. , Children's Understanding of Numbers -- What Is It? -- What Other Competencies Are Associated with the Development of Children's Understanding of Numbers? -- How Does Children's Early Understanding of Numbers Impact Their Development over Time? -- How Does Children's Understanding of Numbers Develop during the First 5 Years? -- What Factors Are Associated with the Development of Children's Understanding of Numbers during the First 5 Years of Life and How Is This Understanding Best Measured? -- What Are the Implications for Early Intervention? -- Children's Understanding of Language -- What Is It? -- What Other Competencies Are Associated with the Development of Children's Understanding of Language? -- How Does Children's Early Understanding of Language Impact Their Development over Time? -- How Does Children's Language Develop during the First 5 Years? -- What Factors Are Associated with the Children's Language Development during the First 5 Years and How Is Early Language Reliably Measured? -- What Are the Implications for Early Intervention? -- Conclusions -- References -- 10 Creating Equitable Opportunities for Language and Literacy Development in Childhood and Adolescence -- Introduction -- Our Approaches to Conceptualising Children's Developmental Circumstances -- Multiple Risks for Language and Literacy Growth -- Study Design -- Ethics Approval -- Participants -- Study 1 -- Measures -- Receptive Vocabulary -- Risks -- Analytic Approach and Interpretation of Results -- Risk Profiles (Developmental Circumstances) -- Receptive Vocabulary Trajectories for Each Profile -- Study 2 -- Measures -- Reading Achievement -- Risks -- Analytic Approach and Interpretation of Results -- Risk Profiles (Developmental Circumstances) -- Reading Achievement Trajectories for Each Profile -- Key Findings -- Conclusions -- Implications -- Acknowledgements -- Funding. , References.

Additional Edition: ISBN 9781108494090

Language: English

URL: https://doi.org/10.1017/9781108643719

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Format: 1 Online-Ressource (xvii, 532 Seiten)

ISBN: 9780429455308

Content: Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of contributors; Preface; PART I: Developmental language disorder in context; Introduction; References; Chapter 1: Evidence-based practice and its application to developmental language disorders; Introduction; The culture of evidence-based practice; Evidence-based practice and speech and language science; The policy and practice context in Europe; The wider professional context: special education, pedagogues and the ownership of speech and language disorders; Summary and conclusions; References

Additional Edition: ISBN 9781138317246

Additional Edition: ISBN 9781138317154

Additional Edition: Erscheint auch als Druck-Ausgabe Managing children with developmental language disorder Abingdon, Oxon : Routledge, Taylor & Francis Group, 2019 ISBN 9781138317154

Additional Edition: ISBN 9781138317246

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

DOI: 10.4324/9780429455308

URL: lizenzpflichtig

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Format: IV, 89 S. 8"

Language: Undetermined

UID:

Format: 8"

Language: Undetermined

Keywords: Kirche ; Großbritannien ; Geschichte