Bottom latin looking for top

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In an attempt to apply modern foreign language research and theory to the instruction of classical languages, this article describes the qualitative phase of a research study Boyd, R. Washington, D. First, there is a discussion of the linguistic factors that affect native English language readers of Latin, including cross-linguistic influence and negative syntactic transfer.

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Second, there is a review of the relevant literature on second language reading comprehension strategies, derived from empirically-tested reading strategies reported in modern second language research journals and described anecdotally in classics journals. Finally, there is a thorough description of the semi-structured interview that was conducted with twelve high school students to gather the Latin reading strategies they used during an authentic classroom reading comprehension assessment.

showed that Latin students overall demonstrated a preference for bottom-up strategies when reading Latin, with limited transfer of top-down strategies due to insufficient Latin language proficiency. Students imposed English language patterns onto Latin texts, and negative English syntactic transfer hindered Latin reading comprehension. Abraham, R. Strategies of two language learners: A case study. Rubin eds. Search in Google Scholar. Alderson, J. Reading in a foreign language: A reading problem or a language problem. Urquhart eds. New York: Longman.

Anastasiou, D. Awareness of reading strategy use and reading comprehension among poor and good readers. Anderson, N. Practical English language teaching: Reading. Ashley, C. Living Latin: A contemporary approach. Boston: Ginn. Balme, M. Intellegenda: Comprehension exercises in Latin prose and verse.

Oxford: Oxford University Press. Barnett, M. Teaching reading strategies: How methodology affects course articulation. Foreign Language Annals Bates, E. Second-language acquisition from a functionalist perspective: Pragmatic, semantic, and perceptual strategies. Annals of the New York Academy of Sciences 1. Bernhardt, E. Cognitive processes in L2: An examination of reading behaviors.

Labarca eds. Norwood, MA: Ablex. Boyd, R. Carlon, J. The implications of SLA research Bottom latin looking for top Latin pedagogy: Modernizing Latin instruction and securing its place in curricula. Teaching Classical Languages 4. Quomodo dicitur: The importance of memory in language learning. Teaching Classical Languages 7 2. Carrell, P. Introduction: Interactive approaches to second language reading.

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Carrell, J. Eskey eds. Cambridge: Cambridge University Press. Metacognitive awareness and second language reading.

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The Modern Language Journal 73 2. Carver, R. Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior 26 4.

Chamot, A. The learning strategies of ESL students. Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics The Modern Language Journal Meloni, A. Sailing the 5 Cs with language strategies: A resource guide for secondary foreign language educators.

Chan, A. The Modern Language Journal 88 1. Chiswick, B. Linguistic distance: A quantitative measure of the distance between English and other languages. Journal of Multilingual and Multicultural Development 26 1. Chuang, M. Cross-language transfer: The strategic reading processes of eighth-grade Taiwanese readers in Chinese and English within a self-regulated learning framework.

Clarke, M. The short circuit hypothesis of ESL readingโ€”Or when language competence interferes with reading performance.

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The Modern Language Journal 64 2. Cohen, A. Assessing language ability in the classroom. Cowan, J. Reading, perceptual strategies, and contrastive analysis. Language Learning 26 1. Crabtree, B. A template approach to text analysis: Developing and using codebooks. Miller eds. Creswell, J. Research de: Qualitative, quantitative and mixed methods approaches. Determining validity in qualitative inquiry. Theory into Practice 39 3. Deagon, A. Cognitive style and learning strategies in Latin instruction.

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Gruber-Miller ed. Distler, P. Teach the Latin, I pray you.

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Chicago: Loyola University Press. Erler, L. A review of reading strategies: Focus on the impact of first language. Cohen and E. Macaro eds. Eskey, D. Reading in a second language. Hinkel ed. Mahwah, NJ: Erlbaum. Field, J.

Bottom latin looking for top

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