Search Constraints

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

Search Results

  1. Is there a best way to teach language?

    Nv935296t?file=thumbnail
  2. 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
  3. A corpus analysis of determiner usage in English quantificational expressions

    1831ck063?file=thumbnail
  4. What is the correct way to correct?

    0c483j445?file=thumbnail
  5. The relationship between grammar teaching approach and learner outcomes

    Zc77sq142?file=thumbnail
  6. How much does our second language help when we learn to perceive events in a new way?

    02870v99r?file=thumbnail
  7. Second language learners' processing of grammar during real-time reading

    Nz805z83t?file=thumbnail
  8. How course books of modern foreign languages foster communicative grammar teaching

    Db78tc09t?file=thumbnail
  9. The interaction between cognitive individual differences and feedback type

    S7526c51v?file=thumbnail
  10. The effects of written and spoken input on developing L2 grammar knowledge

    Pk02c984x?file=thumbnail
  11. How should grammar practice be sequenced to maximize learning?

    Zs25x855b?file=thumbnail
  12. Does it matter how often we practise grammar?

    8w32r566k?file=thumbnail
  13. Is it possible to learn a grammar rule in a new language without being consciously aware of it?

    H702q6446?file=thumbnail
  14. A simpler task can increase the benefits of error correction for learning a grammatical feature, regardless of aptitude

    3b591867r?file=thumbnail
  15. Children with developmental language disorder have difficulties with picking up language “rules” from exposure to language

    4m90dv54v?file=thumbnail
  16. Is meaningful exposure to second language grammar rules sufficient for learning to take place?

    Xg94hp63c?file=thumbnail
  17. The quality of teacher-students communication for improving speaking skills

    4m90dv57p?file=thumbnail
  18. Focus on linguistic features during language learner – expert speaker mobile game interactions

    9w032313j?file=thumbnail
  19. Questionable precision in language aptitude tests may hamper our understanding of individual differences in language acquisition and use

    5h73pw12z?file=thumbnail
  20. Learners of Spanish improve in their expression of grammatical gender during a stay abroad

    Jh343s338?file=thumbnail
  21. Are language learners sensitive to grammar constructions when they read sentences in a second language?

    Gt54kn070?file=thumbnail
  22. Acquiring and maintaining a heritage language across the lifespan

    C534fp03s?file=thumbnail
  23. Pedagogical suitability of data-driven learning in English grammar classes in Taiwan

    R207tp39b?file=thumbnail
  24. Cross-linguistic evidence for age effects and the role of aptitude in second language learning

    Q237hr97c?file=thumbnail
  25. What comes after explicit rule learning? Automatizing second language grammar

    G158bh38x?file=thumbnail
  26. Max picked up the book or Max picked the book up? Comparing English native speakers’ and second language learners’ choices

    P8418n224?file=thumbnail
  27. How an underemphasized future form (lexical futures) reveals learner development

    9306sz33n?file=thumbnail
  28. Examining linguistic features of collaborative and noncollaborative peer interactions

    3197xm07c?file=thumbnail
  29. Heritage and homeland speakers of Slavic languages use grammar similarly in spontaneous speech

    Work
  30. Losing and regaining a childhood language

    3n203z11f?file=thumbnail
  31. Making features more noticeable: To what extent does it facilitate L2 grammar learning?

    W0892999t?file=thumbnail
  32. What do 49 studies tell us about the effectiveness of grammar teaching?

    Work
  33. Minority language bilinguals have advantages in learning a new language

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

    Pv63g030k?file=thumbnail
  35. How do age and learning conditions influence second language learning?

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

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

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

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

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

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

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

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

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

    Work
  45. Glossary promotes L2 vocabulary and grammar learning

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

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

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

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

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

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

    Mk61rg99w?file=thumbnail
  52. The relationship between language learning talent and grammar learning

    Work
  53. The benefits of second language instruction

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

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

    Work
  56. Which factors influence early language learning?

    Work
  57. Formulaic sequences and perceived oral proficiency

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

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

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

    Work
  61. How does age affect different domains of language?

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

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

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

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

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

    Work
  67. Can learners use grammatical clues to predict upcoming nouns?

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

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

    Work
  70. Using different types of input activity to improve grammar

    Work
  71. The decreasing impact of cognitive ability as L2 proficiency increases

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

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

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

    Work
  75. L2 learners struggle with gender assignment, not with gender agreement

    Work
  76. How do different feedback techniques influence language learning?

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

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

    Work
  79. Whether learner responses to recasts influence linguistic development

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

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

    Work
  82. Do L2 learners read differently for comprehension than for translation?

    Work
  83. Production practice improves comprehension skills

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

    Work
  85. The effects of age and aptitude in second language learning

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

    Work
  87. The first days of learning new words and grammar

    Work
  88. The relationship between different feedback techniques and grammar learning

    Work
  89. Attending to language form in beginner classroom interactions

    9p2909396?file=thumbnail
  90. Awareness about grammatical differences between L1 and L2 and its influence on proficiency

    Work
  91. Teaching students how to correct each other’s mistakes

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

    Work
  93. L2 reading comprehension: Do learners detect L2 grammatical violations?

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

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

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

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

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

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

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

    Work