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Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness
Siu Sze YEUNG
, Mei Lee NG
,
Shen Maggie QIAO
, Art TSANG
Department of Psychology (PS)
Department of Early Childhood Education (ECE)
Department of English Language Education (ELE)
Research output
:
Contribution to journal
›
Articles
›
peer-review
16
Citations (Scopus)
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Dive into the research topics of 'Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness'. Together they form a unique fingerprint.
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Keyphrases
Childrens
100%
Kindergarten
100%
Vocabulary Instruction
100%
General Vocabulary
100%
Phonological Awareness
100%
L2 Vocabulary
100%
Phonemic Awareness
66%
English as a Second Language
33%
Copyright
33%
Vocabulary Item
33%
Second Language
33%
L2 Vocabulary Learning
33%
Springer Nature
33%
Older Learners
33%
Very Young Learners
33%
L2 Education
33%
Implicit Instruction
33%
Arts and Humanities
Vocabulary instruction
100%
Phonological Awareness
100%
General vocabulary
100%
GaIN
66%
Phonemic Awareness
66%
Limitations
33%
Implicit
33%
Second language
33%
English as a Second Language
33%
Young learners
33%
Vocabulary development
33%
Social Sciences
Kindergarten
100%
English as a Second Language
50%
Older Learners
50%
Psychology
Kindergarten
100%
Phonological Awareness
100%