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  1. The effect of international accents on listening comprehension tests

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

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  3. The use of literature as a key component of foreign language education

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

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

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

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

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

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

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

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

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

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  13. Why do so few English high school students study foreign languages after the compulsory phase?

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  14. Can metaphors be analysed to understand language learners’ beliefs about language learning and used to foster more positive attitudes?

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  15. Focusing on authorial voice with an integrated framework for teaching EFL writing

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

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

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  18. How does the language which shapes educational reform influence classroom practice?

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

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

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

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  22. Understanding language teacher leadership from the learners’ perspective

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  23. Most effective ways of teaching L2 requests

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

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

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

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  27. Reconceptualizing authenticity in TESOL

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  28. A ‘Task-Induced Involvement’ approach to learning L2 vocabulary

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

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

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  31. Videoconferencing languages in rural schools

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  32. How can we promote positive attitudes towards foreign language learning?

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  33. How to select vocabulary for more effective language teaching

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

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

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

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  37. Acquiring and maintaining a heritage language across the lifespan

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

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  39. What is the relationship between TOEFL iBT scores and academic performance in university?

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

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

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

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

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

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  45. Do middle-class native English-speaking children dominate bilingual programs in America?

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  46. Attitudes towards, and self-perceived ability in, English in an ethnic minority village in Thailand

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  47. How do learners collaborate on wiki writing tasks?

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  48. A self-assessment tool to evaluate teachers’ Technological Pedagogical Content Knowledge

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

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

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

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

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

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  54. Examining linguistic features of collaborative and noncollaborative peer interactions

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  55. Computerized phonetic training study with adult and child (7-8 years) second language learners

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

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

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

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  59. Losing and regaining a childhood language

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

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

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

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

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  64. To what extent does long-term foreign language education improve spoken second language vocabulary proficiency?

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  65. Understanding how a blog can be motivational

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  66. Which methods of vocabulary learning are most effective with beginner learners?

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  67. In search of the desirable caption display for L2 learners with different caption reliance

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  68. Comparing classroom-based interaction studies in physical and virtual contexts

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

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  70. What happens when Japanese language learners take a course entirely in a 3D virtual world?

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

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  72. Who benefits from the Seal of Biliteracy?

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

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  74. Developing a text editor to help writers with academic English vocabulary

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  75. Teaching reading to beginner learners of French in secondary school

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  76. Tracking progress in beginner language learners' ability to sound out new words

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  77. The effects of phonics instruction on primary school learners’ French reading aloud

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

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  79. How do the other people in language classes influence how queer learners manage their identities?

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  80. The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment

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

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

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  83. Vocabulary size in secondary school

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  84. How vocabulary knowledge contributes to proficiency in the four skills

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  85. A review of current research on second language vocabulary learning

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  86. How do Chinese master’s students of different writing proficiency levels construct opposition relations in their writing?

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

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

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  89. A review of research on the role of telecollaboration in language and intercultural learning

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  90. Learners’ perception of feedback during interaction

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

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

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

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

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

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  96. How listeners evaluate regional accents

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

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

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

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

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