英語(L3)顯性後設認知寫作策略訓練對阿拉伯語、法語、英語三語學習者寫作成果之影響
Author:
Publisher
Springer Science and Business Media LLC
Subject
Linguistics and Language,Education
Link
https://link.springer.com/content/pdf/10.1007/s42321-023-00156-7.pdf
Reference68 articles.
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2. Abu-Rabia, S. (2001). Testing the interdependence hypothesis among native adult bilingual Russian English students. Journal of Psycholinguistic Research, 30(4), 437–455. https://doi.org/10.1023/A:1010425825251
3. Abu-Rabia, S., & Bluestein-Danon, D. (2012). A study into the results of an intervention program of linguistic skills in English (L2) and its effect on Hebrew (L1) among poor readers: An examination of the cognitive-retroactive transfer (CRT) hypothesis. Open Journal of Modern Linguistics, 02(04), 131–139. https://doi.org/10.4236/ojml.2012.24017
4. Abu-Rabia, S., & Shakkour, W. (2014). Cognitive retroactive transfer (CRT) of language skills among trilingual Arabic-Hebrew and English Learners. Open Journal of Modern Linguistics, 04(01), 1–20. https://doi.org/10.4236/ojml.2014.41001
5. Abu-Rabia, S., Shakkour, W., & Siegel, L. (2013). Cognitive retroactive transfer (CRT) of language skills among bilingual Arabic-English readers. Bilingual Research Journal, 36(1), 61–81. https://doi.org/10.1080/15235882.2013.775975
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