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Filtering by: Journal of publication Language Learning Remove constraint Journal of publication: Language Learning

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  1. Is multilingualism especially complex? A philosophical look at multilingualism research

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  2. Sound spelling affects both pronunciation and phonological awareness in a second language

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  3. Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention

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  4. Young infants are highly sensitive to different speech sounds and start to learn some of them while still in the womb

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  5. Starting to learn a foreign language early does not necessarily have long-term benefits

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  6. What brain regions are engaged by implicit learning and how do they relate to language processing?

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

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  8. The extraordinary ordinary: Re-engineering multilingualism as a natural category

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

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  10. The role of crosslinguistic influence in multilingual processing: Lexicon vs. syntax

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  11. Gesture may have a memory enhancing effect in the teaching of sounds in a second language

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  12. Monitoring of reading comprehension across L1, L2, and L3: Domain-general or language-specific? Maybe both!

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  13. How the errors we make help us learn a second language

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  14. Medieval English multilingualisms

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  15. In an artificial language, some language-context associations are harder to learn than others

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  16. Creating multilingual computer models of human language

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  17. Deaf children perceive signs in their ‘mind’s eye’

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  18. How do differences in memory affect grammar and vocabulary learning under immersion conditions?

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  19. How can teachers best support second language vocabulary learning through listening?

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  20. Case marking and word order differences do not hinder sharing of syntax across languages

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  21. Brain waves reveal what happens when immigrants begin to lose their mother tongue

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  22. Mixing or not mixing languages when learning novel objects doesn't change memory-related neural patterns

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  23. Brain activity reveals the time-course of novel word meaning acquisition in inexperienced learners

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  24. Mastering a second language without forgetting your first

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  25. 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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  26. It’s not just the language program that matters for oral proficiency growth at university: It’s the language experience that students bring with them

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  27. Individual differences in complexity of first language writing are associated with complexity of second language writing

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

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  29. Adults can show improvement in pronunciation of Spanish after a short-term domestic immersion program

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

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  32. The role of having control over inhibition in language development

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  33. Oral comprehensibility and vocabulary use can be judged based on small multi-word units more than on single words

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  34. What does it mean to know a word?

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  35. Testing vocabulary knowledge

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

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

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  38. The manifold effects of bilingualism on brain structure

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

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  40. Is there a best way to teach language?

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

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

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

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  44. Is a lost language completely lost?

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

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  46. Challenges of comparing language production across different corpora

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  47. Enhanced second language vocabulary learning by training unfamiliar sound contrasts

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

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

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

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

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

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

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

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  55. Is meaningful exposure to second language grammar rules sufficient for learning to take place?

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

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

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

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

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  60. Acquiring and maintaining a heritage language across the lifespan

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

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

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

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

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

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

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

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

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

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  70. Looking at heritage speakers from bilingualism and social justice perspectives

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  71. Losing and regaining a childhood language

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

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

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

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  75. How learners cope with ambiguity in foreign language vocabulary learning

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

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  77. How useful is repeated exposure to words for vocabulary learning?

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  78. Minority language bilinguals have advantages in learning a new language

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  79. Do classroom learners of Mandarin Chinese improve in their speech perception?

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

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  81. Second language grammar learning: what is difficult and why?

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

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

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

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  85. Repeated encounters with collocations during reading facilitate the development of implicit knowledge

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

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

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

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  89. Bilingual children with better attention know more words

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  90. Does the source of linguistic scaffolding matter for grammar learning?

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  91. The role of context in understanding and remembering vocabulary

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  92. How similarity between languages can help language learning

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  93. Using different types of input activity to improve grammar

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  94. Teaching L2 learners how to listen makes a difference

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  95. How do rote and rule learning interact in classroom language learning?

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  96. Keywords versus rote rehearsal: Learning vocabulary in the foreign language

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  97. Whether learner responses to recasts influence linguistic development

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  98. The relationship between the type of teaching and simple and complex grammatical features

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

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  100. Corrective feedback for learner errors: How effective is it?

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