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  1. Teaching grammar through different types of input activities

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

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

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  4. Who knows more words: bilingual or monolingual children?

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  5. The important role bilingual children play in the maintenance of a minority language

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

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

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

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  9. Bilinguals’ use of specific and general verbs

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  10. Using the CEFR to teach sign language to parents of deaf children

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  11. Presenting figurative idioms with a touch of etymology: More than mere mnemonics?

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  12. Metaphor awareness and vocabulary retention

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  13. Metaphoric competence and cognitive style

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  14. Relation of cognitive style to metaphor interpretation and second language proficiency

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

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  16. Teaching metaphor

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  17. Helping children to bridge their learning by writing in Bengali using Roman script (transliteration)

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

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  19. The pedagogical challenges of mobile-assisted language learning (MALL)

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  20. The effects of Mobile-Assisted Language Learning on language proficiency

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  21. Improving Chinese tone production through tone visualisation

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  22. How language learning strategies function in use

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  23. The influence of writing strategy teaching on academic writing skills

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  24. Lowering foreign language anxiety through songs in the classroom

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  25. An overview of theoretical approaches to language learning

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  26. The effects of individual pronunciation practice on learners’ pronunciation

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  27. Comparing the performance of native and non-native speakers in relation to task-type

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  28. Teaching listening strategies to lower-intermediate learners in a classroom context

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  29. Language learning motivation at the transition from primary to secondary school

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  30. Bilinguals are not two monolinguals in one person

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  31. Teachers and learners as researchers – Integrating pedagogy and research

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  32. Learning new words in conversations

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  33. How does training in the perception of sounds affect production in language learners?

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  34. Why learn languages? The views of head teachers, teachers and students

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  35. The effects of early language learning later in life

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  36. The link between task type and learners’ use of evaluative language in CLIL lessons

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  37. The relationship between different feedback techniques and grammar learning

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  38. The influence of reading books in a foreign language on reading proficiency

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  39. How does study abroad influence fluency in a foreign language?

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  40. A review of previous studies investigating strategy instruction for language learning

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  41. The effectiveness of input-based versus output-based instruction for beginning language learners

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  42. Intensive language courses: which is better for learning, one long or several short?

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  43. Primary teachers’ attitudes towards using children’s home languages

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  44. A long-term study of early foreign language learning in school

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  45. Learning poetry in two languages to deepen children’s understanding

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

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  47. Effects of computer-assisted glosses on vocabulary learning and reading comprehension

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

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  49. Learning foreign vocabulary: Imitation versus retrieval practice

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

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  51. How do different feedback techniques influence language learning?

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  52. Creative idioms in English as a Lingua Franca

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  53. The influence of age on language learning in and outside the classroom

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  54. How the type of communication task influences vocabulary learning

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  55. How many words do learners need to know to understand novels, newspapers or films?

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

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

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

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

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

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  61. How does age affect different domains of language?

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  62. Intercultural exchange online – what do learners think?

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  63. Willingness to communicate and its links to language teaching approaches

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

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  65. Toward a learner-centred definition of formulaic sequences

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

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  67. Assessing bilingual children – what if testing both languages is not possible?

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  68. How effective is computer assisted language learning?

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  69. The influence of age and previous language knowledge on pronunciation in young language learners

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  70. How much can learners with EAL learn from each other?

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  71. Learner motivation in project-based L2 classrooms

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  72. Which factors influence early language learning?

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  73. What do learners think about studying foreign languages?

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  74. The role of cognitive abilities in second-language development at home and abroad

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

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

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

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  78. How do people learn Korean on Reddit.com?

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  79. The relationship between language learning talent and grammar learning

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  80. Using eye-tracking to explore how often we need to see or hear a word in order to learn it

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  81. Children’s literature in L2 reading practices

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  82. Using a social network to improve interaction between learners

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  83. Automatic Speech Recognition program for providing feedback for pronunciation practice

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  84. Pre-learning vocabularies that are not being used frequently in second language television programs

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  85. Comparing the effectiveness of online and face-to-face peer feedback

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  86. Raising learners’ reading strategy awareness through L1-L2 teacher collaboration

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

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  88. Vocabulary learning strategies and the development of vocabulary knowledge

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  89. Promoting intercultural awareness through photographs in English language classrooms

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

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  91. Effects of acoustic variability on second language vocabulary learning

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

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

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  94. How listeners evaluate regional accents

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

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

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

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  98. Is a particular phonics approach better for teaching reading?

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  99. To what extent does pupils’ ability to sound out words affect their motivation to continue with the study of the language?

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

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