Sentence examples for English awareness from inspiring English sources

Structurally, awareness mirrors itself in itself, in a manner analogous to the way an infinite set mirrors itself in its equivalent subsets, or to the way an ideal map mirrors itself in all accurate representations of that map.[2] (Note that the English awareness can be used without the word self but the Japanese word that translates as self-awareness is an inseparable compound, ji-kaku).

Therefore, we expect to find a correlation between Chinese and English morphological awareness specifically with regard to learner's awareness of compound formation rules.

Similar to Melby-Lervag and Lervag (2011), who identified a moderate to large correlation (r = .60, n = 16) between L1 and L2 (English) phonological awareness, we found a reliable moderate correlation between L1 (Chinese) and L2 (English) phonological awareness (r = .46, n = 28).

Fig. 2 Overall average correlation and correlation with confidence interval for each study correlating Chinese and English phonological awareness.

Fig. 5 Overall average correlation and correlation with confidence interval for each study correlating Chinese and English morphological awareness.

Thus, the present study comprising of an action research design explored the impact of a 14-week action plan implementation on 8 pre-service English teachers' awareness and teaching practices regarding the integration of CT into language teaching.

Studies reveal cross-linguistic transfer from Chinese to English phonological awareness primarily at the syllable and phoneme levels (e.g., Cheung et al., 2010; Chien et al., 2008; Chow, 2014; Chow et al., 2005; Chung et al., 2013; Luo et al., 2014; Wang et al., 2005).

Despite the many differences between Chinese and English phonological awareness in terms of sound inventory, syllable structure, and the utilization of suprasegmental features such as tones to mark meaning, there is still significant overlap of skills when learners are required to segment, analyze, manipulate, and assemble speech sounds.

Past studies have highlighted the prominence of genetic influences on English phonological awareness in kindergarteners [2], junior elementary school children [31], and older children [32 ]

For example, the English National Awareness and Early Diagnosis Initiative (NAEDI) (Richards, 2009) is a programme of work intended to achieve early presentation of people with symptoms to optimise clinical practice and to improve GP access to diagnostics.

Specifically, participants in Hong Kong produced greater cross-linguistic transfer between Chinese and English regarding phonological awareness and decoding skills compared to participants located in U.S. or Canada.