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Filtering by: Feature being learned Grammar (morphosyntax) Remove constraint Feature being learned: Grammar (morphosyntax)

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  1. The relationship between grammar teaching approach and learner outcomes

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

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

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

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  5. The interaction between cognitive individual differences and feedback type

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

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

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  8. Does it matter how often we practise grammar?

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  9. Is it possible to learn a grammar rule in a new language without being consciously aware of it?

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

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

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

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

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

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

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

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

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  18. Acquiring and maintaining a heritage language across the lifespan

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

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  20. Cross-linguistic evidence for age effects and the role of aptitude in second language learning

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  21. What comes after explicit rule learning? Automatizing second language grammar

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

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

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  24. Examining linguistic features of collaborative and noncollaborative peer interactions

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

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  26. Losing and regaining a childhood language

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

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

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

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

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

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

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

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

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

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

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

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

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  39. Understanding why students make mistakes in the use of the definite article

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

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  41. Glossary promotes L2 vocabulary and grammar learning

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  42. How does learners’ first language influence how they express time in their second language?

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

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  44. The impact of different learning timetables on automatic second language performance

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

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  46. Can learners attend to both meaning and a grammatical feature?

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  47. The impact of recasts and rule-based correction on L2 Chinese learners: Comparing proficiency levels and simple vs complex structures

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  48. The relationship between language learning talent and grammar learning

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  49. The benefits of second language instruction

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  50. Promoting Grammatical Development Through Textually Enhanced Captions: An Eye-Tracking Study

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  51. The development of vocabulary among young foreign language learners during conversation

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  52. Which factors influence early language learning?

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  53. Formulaic sequences and perceived oral proficiency

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  54. Which feedback is more effective: giving a rule or the corrected answer?

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

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  56. How much does the first language influence the order in which grammar features are learned in a new language?

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  57. How does age affect different domains of language?

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  58. How much does a first language’s grammar impact ability to learn a new language?

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  59. Learning a language can influence how you describe an event, does that change how you think about it?

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  60. How internal and external factors influence the development of children’s second language

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  61. The effects of direct written corrective feedback, metalinguistic written comments and learner differences on foreign language learners’ use of articles

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  62. Can doing practice activities in the first language help improve second language performance?

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  63. Can learners use grammatical clues to predict upcoming nouns?

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  64. What factors of oral input may explain the difficulty of learning some grammar features?

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  65. The impact of ‘priming’ on learners’ use of fronted adverbials in German

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  66. Using different types of input activity to improve grammar

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  67. The decreasing impact of cognitive ability as L2 proficiency increases

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  68. Words or sentences first? Order of exposure influences the learning of grammatical gender in an artificial language

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

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  70. What L2 learners pay attention to is defined by initial language experience

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  71. L2 learners struggle with gender assignment, not with gender agreement

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  72. How do different feedback techniques influence language learning?

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  73. The impact of training method on second language learners’ brain activity

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  74. Eliciting production of grammatical structures to promote question development in L2 English

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  75. Whether learner responses to recasts influence linguistic development

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

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  77. Learning grammatical structures through collaborative activities in the L2 English classroom

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  78. Do L2 learners read differently for comprehension than for translation?

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  79. Production practice improves comprehension skills

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

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

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  82. Production or comprehension-based grammar teaching: which works better?

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  83. The first days of learning new words and grammar

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  84. The relationship between different feedback techniques and grammar learning

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  85. Attending to language form in beginner classroom interactions

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

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  87. Teaching students how to correct each other’s mistakes

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  88. The impact of visual support and recasts on foreign language learners’ use of the English past progressive form during a photo description task

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  89. L2 reading comprehension: Do learners detect L2 grammatical violations?

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  90. The impact of different input activities on grammar learning for beginning language learners

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  91. Cognitive and affective benefits of data-driven learning (DDL) in secondary EFL grammar instruction

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  92. L1 Korean and L1 Mandarin L2 English learners’ acquisition of the count/mass distinction in English

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  93. Our native language affects how we learn verbal endings in a second language

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  94. The acquisition of grammar is independent from the memorization of fixed expressions

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  95. Does the age when bilingualism starts influence how well immigrants maintain their first language?

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  96. How do teacher factors and the way teachers teach impact on children’s foreign language knowledge?

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

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  98. Working memory moderates the effects of instruction as learners start a new language

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  99. Using instruction about learners’ first language to improve second language performance

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

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