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091006s2009 enka sb 001 0 eng d |
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|a0230242251
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|a9780230242258
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|aUKPGM|beng|cUKPGM|dEBLCP|dNOU
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|aAPTA
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050 |
14
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|aP118|b.V63 2009
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082 |
04
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|a401.93|222
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245 |
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|aVocabulary studies in first and second language acquisition|h[electronic resource] :|bthe interface between theory and application /|cedited by Brian Richards ... [et al.].
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260 |
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|aBasingstoke :|bPalgrave Macmillan,|c2009.
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300 |
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|axix, 248 p. :|bill. ;|c22 cm.
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504 |
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|aIncludes bibliographical references (p. 212-237) and index.
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0
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|aLexical Features of Parental Academic Language Input: the Effect on Vocabulary Growth in Monolingual Dutch Children / L.Henrichs & R.Schoonen -- Vocabulary, Reading and Classroom Supports for Language / D.Dickinson, T.Flushman & J.Freiberg -- Exploring Vocabulary with Young L1 Learners: the Contribution of a Corpus / A.Sealey -- Vocabulary, Educationand Diversity / V.Edwards -- Language Dominance and Lexical Diversity:How Bilinguals and L2 Learners Differ in their Knowledge and Use of French Lexical and Functional Items / J.Treffers-Daller -- Lexical Diversity and Native-Like Selection:the Bonus of Studying Abroad / P.Foster -- Lexical Performance by Native and Non-Native Speakers onLanguage-Learning Tasks / P.Skehan -- Can Differential Processing of L2 VocabularyInform the Debateon Teacher Codeswitching Behaviour? The Case of Chinese Learners of English / E.Macaro, Tao Guo, H.Chen & L.Tian -- LexicalDevelopment in Instructed L2 Learners of French: Is there a Relationship with Morphosyntactic Development? / A.David, F.Myles, V.Rogers & S.Rule -- A New Method of Measuring Rare Word Diversity: the Example Of L2Learners of French / D.Malvern & B.Richards -- Vocabulary Knowledge and Academic Success: a Study of Chinese Students in UK Higher Education / H.M.Daller & H.Xue --Vocabulary Size and the Common European Framework of Reference for Languages / J.Milton.
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|aThis volume presents recent original research on vocabulary that explores common themes and current issues in both first and second language over a wide range of ages and stages. A key feature is that, in everycase, the issues have implications for educational practice and policy. These include preparation for the academic language of school; developing foundations for literacy' teaching and learning first and second language vocabulary in the classroom; language dominance and vocabulary knowledge; the relationship between L2 lexical learning and the acquisition of morphosyntax; the impact of studying abroad; predicting academic success and failure; and language assessment in educational research and summative examinations. A variety of contexts is included. Beginning in the home with an analysis of first language parental language input, the chapters move through the early pre-school years into mainstreamschools, bilingual classrooms and bilingual adult communities and intoforeign language teaching and learning and academic success at school and higher education.
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|aElectronic reproduction.|bBasingstoke, England :|cPalgrave Macmillan,|d2009.|nMode of access:World Wide Web.|nSystem requirements: Web browser.|nTitle from title screen (viewed on Oct. 6, 2009).|nAccess may berestricted to users at subscribing institutions.
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|aLanguage acquisition.
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0
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|aVocabulary|xStudy and teaching.
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7
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|aElectronic books.|2local
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1
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|aRichards, Brian J.
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2
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|aPalgrave Connect (Online service)
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|cOriginal|z9780230206687|z0230206689|w(OCoLC)318670652
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|pEB|dP118|eV872|y2009
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40
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|3Palgrave Connect|uhttp://www.palgraveconnect.com/doifinder/10.1057/9780230242258|zaccess to fulltext (Palgrave)
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