Spelling patterns of plural marking and learning trajectories in French taught as a foreign language.
- Published in:
- Written Language & Literacy, 2021, v. 24, n. 1, p. 81, doi. 10.1075/wll.00048.wet
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- Article
Works matching AU Weth, Constanze
Results: 7
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Foreign schriftdenken in ausbau languages: Luxembourgish and Rusyn orthographies in multiple language contact.
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- Written Language & Literacy, 2020, v. 23, n. 2, p. 289, doi. 10.1075/wll.00045.wet
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- Article
3
Literacies in contact: Forms, functions, and practices.
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- Written Language & Literacy, 2020, v. 23, n. 2, p. 133, doi. 10.1075/wll.00037.wet
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- Article
4
The effect of morphosyntactic training on multilingual fifth graders' spelling in French.
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- Applied Psycholinguistics, 2018, v. 39, n. 6, p. 1319, doi. 10.1017/S0142716418000346
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- Article
5
Orthographic competence among multilingual school children: writing Moroccan Arabic in France.
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- International Journal of Multilingualism, 2015, v. 12, n. 2, p. 196, doi. 10.1080/14790718.2015.1009374
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- Article
6
Distinguishing Syntactic Markers From Morphological Markers. A Cross-Linguistic Comparison.
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- Frontiers in Psychology, 2020, v. 11, p. N.PAG, doi. 10.3389/fpsyg.2020.02082
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- Article
7
Do learners need semantics to spell syntactic markers? Plural spellings in real vs. pseudowords in a French L2 setting.
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- Reading & Writing, 2024, v. 37, n. 1, p. 129, doi. 10.1007/s11145-023-10422-6
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- Article