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KLASEN Lisa

Main Referenced Co-authors
UGEN, Sonja  (4)
WETH, Constanze  (4)
DORDING, Carole  (3)
FAYOL, Michel  (2)
Fayol, Michel (1)
Main Referenced Keywords
learning, educational sciences, psycholinguistics (1);
Main Referenced Disciplines
Languages & linguistics (3)
Education & instruction (2)

Publications (total 5)

The most downloaded
30 downloads
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 https://hdl.handle.net/10993/54733

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

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