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  1. Learning grammar from watching captioned TV series

    Work
    Publication Pattemore, A., & Muñoz, C. (2020)
    Area of research Reading
    Other
    • Captioned videos
    Comprehension
    Listening
    Grammar
    Learning
    Implicit learning
    Participant type Second (additional) language learners
    Foreign language learners
    Age Adult learners

  2. The origin of peer feedback: They need to notice the error first

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    Publication Sato, M., & McDonough, K. (2020)
    Area of research Other
    • Peer feedback
    Discourse
    Speaking
    Grammar
    Proficiency
    Conversation
    Vocabulary
    Learning
    Pronunciation
    Participant type Foreign language learners
    Age Adult learners
    Iris logo small https://www.iris-database.org/iris/app/home/detail?id=york%3a938078&ref=search

  3. Interleaved (mixed) grammar practice can assist learners with weaker working memory

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    Publication Suzuki, Y., Yokosawa, S., & Aline, D. (2020)
    Area of research Speaking
    Production
    Grammar
    Effectiveness of teaching
    Tasks
    Learning
    Working memory
    Participant type Foreign language learners
    Second (additional) language learners
    Age Adult learners

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

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    Publication Williams, J.N. (2020)
    Area of research Grammar
    Implicit learning
    Other
    • Neuroscience
    Learning
    Processing
    Meta-analysis
    Participant type Other
    • Meta-analysis

  5. An L2 teacher’s use of self-talk to manage her uncertainty about grammar matters

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    Publication Hall, J.K., & Looney, S.D. (2020)
    Area of research Teacher cognition
    Grammar
    Interaction
    Participant type Teachers

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

    3484zh116?file=thumbnail
    Publication Dudley, A., & Slabakova, R. (2020)
    Area of research Reading
    Learning
    Grammar
    Comprehension
    Cross-linguistic influence
    Native / Non-native
    Participant type Foreign language learners
    Monolinguals
    Native speakers
    Second (additional) language learners
    Age Adult learners

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

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    Publication Walker, N., Monaghan, P., Schoetensack, C., & Rebuschat, P. (2020)
    Area of research Grammar
    Learning
    Comprehension
    Vocabulary
    Acquisition
    Participant type Artificial language learners
    Age Adult learners

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

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    Publication Gao, J., & Ma, S. (in press)
    Area of research Error correction / Corrective feedback
    Effectiveness of teaching
    Computer-assisted language learning
    Grammar
    Production
    Writing
    Participant type Foreign language learners
    Second (additional) language learners
    Age Adult learners

  9. 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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    Publication Kim, Y., Skalicky, S., & Jung, Y. (2019)
    Area of research Tasks
    Writing
    Other
    • Interactive alignment
    Sentence processing
    Conversation
    Learning
    Speaking
    Interaction
    Working memory
    Computer-assisted language learning
    Participant type Second (additional) language learners
    Foreign language learners
    Age Adult learners
    Iris logo small https://www.iris-database.org/iris/app/home/detail?id=york%3a937595&ref=search

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

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    Publication Gandolfi, E., & Viterbori, P. (2020)
    Area of research Comprehension
    Acquisition
    Learning
    Grammar
    Speaking
    Production
    Vocabulary
    Other
    • Inhibitory control skills
    Participant type First language learners
    Age Young learners