Search Constraints
Search Results
-
How do Chinese L2 learners infer the meaning of Chinese compound words?
-
Pre-service English as a second language teachers need training on corrective feedback to reconcile their beliefs and practices
-
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
Publication Otwinowska, A., Foryś-Nogala, M., Kobosko, W., & Szewczyk, J. (2019) Area of research Teaching methods (style, approach, technique)
Cross-linguistic influence
Learning
Effectiveness of teaching
Vocabulary
Participant type Second (additional) language learners
Foreign language learners
Age Adolescent learners
https://www.iris-database.org/iris/app/home/detail?id=york%3a937545&ref=search -
Practical ideas for developing a more intentional language teacher identity
-
Explicit instruction in L2 collocations
-
Learning writing in the EFL context: The role of self-efficacy and self-regulation
-
De Engelse woordenschatkennis van kinderen: de rol van woordeigenschappen en buitenschools contact met het Engels
Publication Puimège, E., & Peters, E. (2019) Area of research Vocabulary
Learning
Implicit learning
Cross-linguistic influence
Participant type Foreign language learners
Second (additional) language learners
https://www.iris-database.org/iris/app/home/detail?id=york%3a937007&ref=search -
Using a smartphone app to give dynamic and non-dynamic feedback on vocabulary learning
-
Aspects of fluency across levels of proficiency
-
The roles of working memory and oral language abilities in elicited imitation performance
Publication Park, H.I., Solon, M., Henderson, C., & Dehghan-Chaleshtori, M. (2020) Area of research Tasks
Testing
Processing
Production
Working memory
Speaking
Participant type Second (additional) language learners
Foreign language learners
https://www.iris-database.org/iris/app/home/detail?id=york%3a936407&ref=search