WETH, C., DORDING, C., KLASEN, L., FAYOL, M., Funke, R., & UGEN, S. (2024). Effects of parallel syntactic training in French plural spelling and German noun capitalization. Morphology. doi:10.1007/s11525-024-09420-3 Peer Reviewed verified by ORBi |
WETH, C., KLASEN, L., & UGEN, S. (2024). Les apprentissages des marqueurs du pluriel en français écrit au primaire : Enjeux de la grammaire orthographique. In T. RAUS & C. Lentz (Ed.), Libre cours. Perspectives didactiques dans l'enseignement du francais au Luxembourg. Esch-sur-Alzette, Luxembourg: Melusina Press. Peer reviewed |
KLASEN, L. (2023). Spelling and Learning of French Plural Markers in Fourth Graders in Luxembourg [Doctoral thesis, Unilu - University of Luxembourg]. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/58792 |
DORDING, C., UGEN, S., FAYOL, M., WETH, C., & KLASEN, L. (08 November 2023). Video-based syntactic training and effect on French plural spelling [Paper presentation]. Emerging Researchers Conference 2023, Esch/Belval, Luxembourg. Peer reviewed |
Klasen, L., Ugen, S., Dording, C., Fayol, M., & Weth, C. (2023). Do learners need semantics to spell syntactic markers? Plural spellings in real vs. pseudowords in a French L2 setting. Reading and Writing. doi:10.1007/s11145-023-10422-6 Peer reviewed |