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Direct linkSasayama, Shoko – Modern Language Journal, 2016
In research on task-based learning and teaching, it has traditionally been assumed that differing degrees of cognitive task complexity can be inferred through task design and/or observations of differing qualities in linguistic production elicited by second language (L2) communication tasks. Without validating this assumption, however, it is…
Descriptors: Difficulty Level, Cognitive Processes, Second Language Learning, English (Second Language)
Hu, Chieh-Fang – Modern Language Journal, 2008
This study examined the effect of first language (L1) phonological awareness on the rate of learning new second language (L2) color terms and the rate of processing old color terms. Two groups of 37 children participated; they differed on L1 phonological awareness measured at Grade 3. At Grade 5, over multiple trials, the children learned new L2…
Descriptors: Phonological Awareness, Grade 5, Grade 3, Reading Skills
