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  1. Can advanced second language learners acquire epistemic meaning of modal verbs?

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  2. Does strong vocabulary knowledge in a sign language help deaf children to read better in English?

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  3. Outcomes and attitudes in online vs. classroom-based language learning

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  4. The relationship between grammar teaching approach and learner outcomes

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  5. Can computers be trained to mark second language speaking exams?

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  6. Second language learners' processing of grammar during real-time reading

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  7. Why do so few English high school students study foreign languages after the compulsory phase?

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  8. Is learners’ mental imagery about their future linked to their motivation for language learning?

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  9. What is the relationship between TOEFL iBT scores and academic performance in university?

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  10. More than words: Examining cross-disciplinary academic language skills that support middle graders to comprehend what they read

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  11. Examining linguistic features of collaborative and noncollaborative peer interactions

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  12. How do language and culture shape the use of gestures and words by toddlers?

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  13. Making features more noticeable: To what extent does it facilitate L2 grammar learning?

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  14. What do 49 studies tell us about the effectiveness of grammar teaching?

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  15. Teaching reading to beginner learners of French in secondary school

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  16. Tracking progress in beginner language learners' ability to sound out new words

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  17. The effects of phonics instruction on primary school learners’ French reading aloud

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  18. Using tailored input-based instruction to improve second language oral production

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  19. How do the other people in language classes influence how queer learners manage their identities?

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  20. How do age and learning conditions influence second language learning?

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  21. Vocabulary size in secondary school

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  22. How do Chinese master’s students of different writing proficiency levels construct opposition relations in their writing?

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  23. Do language learners use their first language’s rules to interpret ambiguity in learned languages?

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  24. To what extent do second language learners develop nativelike use of sequences of words in writing?

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  25. Learning sounds in a second language involves acquiring generalizable features

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  26. Testing children’s understanding of language: How well they do depends on how we test it

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  27. Avoidance of phrasal verbs: The case of Chinese learners of English

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  28. The long-term effects of giving ample grammatically correct examples on learning a structure

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  29. Comparing explicit and implicit second language grammar teaching using an artificial language

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  30. Can Task Based Language Teaching be used to improve second language grammar knowledge?

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  31. Does existing language knowledge ‘block’ the ability to learn grammar rules in a new language?

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  32. The impact of grammar explanation and explicit feedback on naïve language learners

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  33. Is a particular phonics approach better for teaching reading?

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  34. To what extent does pupils’ ability to sound out words affect their motivation to continue with the study of the language?

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  35. New tasks shed light on children’s knowledge of the sounds in words

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  36. The effectiveness of comprehensive corrective feedback in improving L2 written accuracy

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  37. Bilingual children with better attention know more words

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  38. Second language learners’ attitudes towards classroom language and teacher ‘nativeness’

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  39. Student configuration and place-marking in fully online language learning

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  40. The relationship between L1/L2 vocabulary ‘size/breadth’ and ‘depth’, and word frequency

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  41. Language of instruction: Effects on young and adult learners’ vocabulary learning

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  42. Vocabulary learning strategies and the development of vocabulary knowledge

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  43. Methods for capturing ‘self-repair’ in computer-based L2 interactions

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  44. The influence of frequency and function on the learning of grammatical constructions

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  45. How children view the role of the family in learning and using of heritage languages

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  46. Using a social network to improve interaction between learners

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  47. Which linguistic aspects influence listeners’ comprehensibility of non-native speech

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  48. What does vocabulary knowledge tell us about reading comprehension?

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  49. The benefits of second language instruction

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  50. What do learners think about studying foreign languages?

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  51. Which factors influence early language learning?

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  52. The role of context in understanding and remembering vocabulary

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  53. Learner motivation in project-based L2 classrooms

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  54. How much can learners with EAL learn from each other?

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  55. The influence of age and previous language knowledge on pronunciation in young language learners

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  56. Teaching reading strategies to beginner learners in a classroom context

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  57. Formulaic sequences and perceived oral proficiency

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  58. Exercises for learning verb-noun collocations

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  59. Underlining multiword units in second language (L2) reading texts

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  60. How similarity between languages can help language learning

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  61. What is the relationship between the knowledge of chunks and creative language use?

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  62. Intercultural exchange online – what do learners think?

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  63. Exploring young learners’ foreign language learning awareness

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  64. Competing vocabulary teaching methods

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  65. Comparison of pair and group tasks’ influence on vocabulary learning

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  66. Effects of summary writing and gap-filling exercises on facilitating vocabulary learning

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  67. Effects of written activities on vocabulary learning

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  68. A review of the usefulness of data-driven second language learning

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  69. The effects of age and aptitude in second language learning

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  70. The link between task type and learners’ use of evaluative language in CLIL lessons

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  71. The influence of writing strategy teaching on academic writing skills

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  72. Awareness about grammatical differences between L1 and L2 and its influence on proficiency

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  73. Teaching English metaphors using cross-linguistic awareness-raising activities

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  74. Relation of cognitive style to metaphor interpretation and second language proficiency

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  75. Presenting figurative idioms with a touch of etymology: More than mere mnemonics?

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  76. Bilinguals’ use of specific and general verbs

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  77. Metaphor awareness and vocabulary retention

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  78. Metaphoric competence and cognitive style

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  79. Multimedia in listening: Using dialogic interaction in metacognitive instruction

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  80. Who knows more words: bilingual or monolingual children?

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  81. The usefulness of giving grammar rules for accuracy in a free writing task

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  82. Learning poetry in two languages to deepen children’s understanding

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  83. Intensive language courses: which is better for learning, one long or several short?

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  84. The effect of language similarity on second language grammar instruction

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  85. The effectiveness of input-based versus output-based instruction for beginning language learners

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  86. Teaching grammar through different types of input activities

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  87. Helping children to bridge their learning by writing in Bengali using Roman script (transliteration)

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