Search Constraints

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?

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

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

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

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

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

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

  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

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

  10. Eliciting and measuring second language metaphoric competence