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Filtering by: Of likely interest to Curriculum / material developers Remove constraint Of likely interest to: Curriculum / material developers Participant type Second (additional) language learners Remove constraint Participant type: Second (additional) language learners

Search Results

  1. Do L2 vocabulary proficiency, working memory, and strategy use influence L2 learning in the DDL-task?

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  2. The importance of including internal short vowel diacritics for the learning of Arabic as a foreign/second language

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  3. What represents sophisticated vocabulary use in oral proficiency interviews?

    Work
  4. Aspectual contrasts in the English present tense revisited: Exploring the role of input and L1 influence

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  5. Whether second-language learners’ listening while viewing captioned video content is affected by their modality preference (visual vs. auditory) and working memory capacity

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  6. What kind of feedback is more effective: instructor feedback on free writing or automatic corrective feedback in drills?

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  7. Students feel and act differently during the same task depending on teaching/learning contexts

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  8. Learners re-use the grammar of the people they are speaking with, face to face or via computer chat, and this helped learning direct questions but not indirect questions

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  9. Your recall of spoken utterances from a second language tells us about your proficiency in that language

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  10. Eliciting and measuring second language metaphoric competence

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