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Filtering by: Language being learned Dutch

Do both positive and negative emotions affect perceived language learning proficiency? The unequal marriage of enjoyment and anxiety.

Publication	Botes, E., Dewaele, J.–M., & Greiff, S. (2022)
Area of research	Emotion Learner attitudes Proficiency Learning Other Anxiety
Participant type	Foreign language learners
Age	Adult learners

Automatic measures of fluency in L2 speech

Publication	De Jong, N.H., Pacilly, J., & Heeren, W. (2021)
Area of research	Production Pronunciation Fluency Testing Speaking Phonology Research methods Other Automatic fluency assessment Prosody
Participant type	Foreign language learners Native speakers

Computational modeling provides insights to linguistic theories of bilingual and multilingual learning

Publication	Chuang, Y.-Y., Bell, M.J., Banke, I., & Baayen, H.R. (2021)
Area of research	Multilingualism Bilingualism Cross-linguistic influence Other Computational modelling Research methods Learning Vocabulary
Participant type	Other Computational model

Interdependence in listening comprehension skills across first and second languages in bilingual children

Publication	Sierens, S., Van Gorp, K., Slembrouck, S., & Van Avermaet, P. (2021)
Area of research	Comprehension Multilingualism Bilingualism Listening Discourse Community or heritage (home) languages Cross-linguistic influence
Participant type	Heritage speakers Bilinguals
Age	Young learners

Taking your turn in dialogues: Speaking too soon or too late can change how fluency is perceived

Publication	Van Os, M., De Jong, N.H., & Bosker, H.R. (2020)
Area of research	Production Comprehension Native / Non-native Discourse Conversation Interaction Listening Fluency Speaking
Participant type	Native speakers Foreign language learners
Age	Adult learners

Foreign-accented speakers are perceived negatively because they are strangers and because they can be hard to understand

Publication	Foucart, A., Costa, A., Morís-Fernández, L., & Hartsuiker, R. (2020)
Area of research	Linguistic identity Cultural identity Processing Multilingualism Other Neuroscience Identity Comprehension Native / Non-native Pronunciation
Participant type	Foreign language learners Native speakers Second (additional) language learners
	https://www.iris-database.org

How the errors we make help us learn a second language

Publication	Bultena, S., Danielmeier, C., Bekkering, H., & Lemhöfer, K. (2020)
Area of research	Processing Production Learning Other Neuroscience Error correction / Corrective feedback Cross-linguistic influence
Participant type	Second (additional) language learners Foreign language learners
Age	Adult learners

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

Publication	Roberts, L, Gullberg, M, & Indefrey, P. (2008)
Area of research	Cross-linguistic influence Grammar Sentence processing Processing
Participant type	Native speakers Second (additional) language learners
Age	Adult learners
	https://www.iris-database.org/iris/app/home/detail?id=york%3a928331&ref=search

The effectiveness of comprehensive corrective feedback in improving L2 written accuracy

Publication	Van Beuningen, C.G., De Jong, N.H., & Kuiken, F. (2012)
Area of research	Error correction / Corrective feedback Grammar Writing Vocabulary
Participant type	Second (additional) language learners
Age	Adolescent learners

Bilingual children with better attention know more words

Publication	Blom, E. (2019)
Area of research	Aptitude Learning Vocabulary Other Attention Bilingualism Multilingualism Community or heritage (home) languages
Participant type	Heritage speakers
Age	Young learners