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Filtering by: Date of publication 2019 Remove constraint Date of publication: 2019

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  1. 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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  2. You can learn foreign words better when they are similar to the words in your first language even if you aren’t taught about the similarity

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  3. De Engelse woordenschatkennis van kinderen: de rol van woordeigenschappen en buitenschools contact met het Engels

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  4. Understanding how language teachers metacognitively engage in identity (re)construction

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  5. Fluency and multiword sequences across different levels of oral proficiency

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  6. The manifold effects of bilingualism on brain structure

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  7. Investigating noun+adjective word combinations in second language writing

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  8. Immigration law and adult migrant language education

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  9. Analysing students’ language to understand the depth of their commitment

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  10. Should second language learners be taught vocabulary in clusters of related words?

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  11. Is it better to learn how to ‘hear’ the sounds of a new language, or practice saying them?

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  12. Examining the impact of formulaic language on speech fluency

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  13. Pre-service English teacher education in response to diverse community needs

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  14. What interactional features to teach and assess for pragmatically appropriate conversation?

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  15. The positive relationship between words known in a video and the comprehension of that video

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  16. Evidence for a motivational dip in foreign language learning during Year 7

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  17. Developing primary school students’ foreign language learner self-concept

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  18. Drawing on young children’s linguistic diversity in class can benefit motivation and learning

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  19. Teaching: The original profession?

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  20. A tale of a newbie teacher’s 3D virtual teaching

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  21. How do children from different language environments differ in their understanding of what language is?

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  22. How giving and receiving peer feedback on L2 writing task performance influence language learners’ motivation and beliefs in their writing ability

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  23. Language and ‘conflicted heritage’: Implications for teaching and learning

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  24. Foreign language anxiety and performance

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  25. Does direct and indirect error correction help English foreign language learners write more accurate texts in the short-term and in the long-term?

    Work
  26. A corpus analysis of determiner usage in English quantificational expressions

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  27. Learning English outside the classroom: which words are easy or difficult to learn?

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  28. Reframing science activity in the sheltered classroom

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  29. Learning motivation of students of Korean as a foreign language

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  30. The effectiveness of Duolingo as a language learning application

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  31. Textbook vocabulary influence on proficiency development

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  32. At-risk ESL students’ task-based learning in the 3D virtual environment

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  33. English learner instruction at the center: A modified teacher valuation protocol

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  34. Pedagogical mentoring in virtual exchange

    Work
  35. Enhanced second language vocabulary learning by training unfamiliar sound contrasts

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  36. To what extent do information gap tasks do what they were designed to do?

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  37. The social lives and L2 development of adolescent study abroad students

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  38. Foreign language anxiety and performance

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  39. Working against native-speakerism in English teacher training

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  40. The positive relationship between onscreen imagery, captions and vocabulary learning from audio-visual input

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  41. Exploring multilingual peer group interactions and their impact on learning

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  42. Multilingual strategies and hierarchies in teaching and learning English writing

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  43. Explaining achievement in L2 English by modelling motivational processes

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  44. How much does our second language help when we learn to perceive events in a new way?

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  45. Understanding how post-graduate students use language corpora to help with their academic writing across different fields of study

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  46. Key features for successful second language speech

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

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  48. How course books of modern foreign languages foster communicative grammar teaching

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  49. The interaction between cognitive individual differences and feedback type

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  50. Working memory training and its effects on foreign language development

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  51. The effects of written and spoken input on developing L2 grammar knowledge

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  52. How should grammar practice be sequenced to maximize learning?

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  53. How to distribute study/practice time to optimize foreign language learning and retention?

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  54. Exploring moral values and behavior in ESOL

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  55. Does it matter how often we practise grammar?

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  56. The effects of retrieval and trial and error exercises on learning phrasal verbs

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  57. Rethinking the terms and labels applied to language minoritized students

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  58. First language skills and second language learning achievement

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  59. The effect of international accents on listening comprehension tests

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  60. ISLA: How implicit or how explicit should it be?

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  61. Positioning of teacher expertise in TESOL-related curriculum standards

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  62. Examining how deeply second language learners process written corrective feedback

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  63. Connections between reading identities and social status in early childhood

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  64. Students as emergent leaders in small groups in the language classroom

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  65. Pronunciation training with podcasts: perception, production, and peer evaluation

    Work
  66. Bilingual and monolingual speakers produce gestures in synchrony with their speech

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  67. Nonnative speakers are more tolerant of unconventional sentences and have “noisier” knowledge of acceptable expressions in a second language

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  68. A simpler task can increase the benefits of error correction for learning a grammatical feature, regardless of aptitude

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  69. How do doctoral students publish during their busy candidature?

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  70. Children with developmental language disorder have difficulties with picking up language “rules” from exposure to language

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  71. How native and nonnative speakers recognize complex words during reading

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

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  73. Understanding language teacher leadership from the learners’ perspective

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  74. The quality of teacher-students communication for improving speaking skills

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  75. Focus on linguistic features during language learner – expert speaker mobile game interactions

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  76. Questionable precision in language aptitude tests may hamper our understanding of individual differences in language acquisition and use

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  77. Reconceptualizing authenticity in TESOL

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  78. Different perspectives on heritage language development: Introducing a special issue of Language Learning

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  79. The benefit of learning from multiple voices in second language vocabulary learning

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  80. Videoconferencing languages in rural schools

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  81. How to select vocabulary for more effective language teaching

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  82. Teachers’ role in helping learners with dyslexia in the language classroom

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  83. Learners of Spanish improve in their expression of grammatical gender during a stay abroad

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  84. Are language learners sensitive to grammar constructions when they read sentences in a second language?

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  85. Acquiring and maintaining a heritage language across the lifespan

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  86. Pedagogical suitability of data-driven learning in English grammar classes in Taiwan

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  87. The positive role of out-of-school exposure and word properties in children’s vocabulary knowledge

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

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  89. The older the better? The complex role of age of bilingualism for native language acquisition and maintenance

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  90. Max picked up the book or Max picked the book up? Comparing English native speakers’ and second language learners’ choices

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  91. The positive relationship between out-of-school exposure and vocabulary knowledge

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  92. What makes a word difficult to learn? Considering multiple characteristics of words

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  93. Do phonological awareness skills develop differently for Spanish–English and Cantonese–English bilinguals?

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  94. How an underemphasized future form (lexical futures) reveals learner development

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  95. How creative with vocabulary are heritage speakers of Spanish?

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  96. Heritage and homeland speakers of Slavic languages use grammar similarly in spontaneous speech

    Work
  97. Looking at heritage speakers from bilingualism and social justice perspectives

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  98. Losing and regaining a childhood language

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

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  100. Instruction helps second language pronunciation but this depends on the measures used

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