NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, YouJin – Language Learning, 2008
Hulstijn and Laufer (2001) proposed a motivational-cognitive construct of task-induced involvement to account for variation in effectiveness among different vocabulary learning tasks. Building upon their original research, this study consisted of two experiments investigating the involvement load hypothesis in vocabulary learning. Experiment 1…
Descriptors: Undergraduate Students, Second Language Learning, Second Language Instruction, Vocabulary Development
Peer reviewed Peer reviewed
Mason, Charles – Language Learning, 1971
Descriptors: Educational Experiments, English (Second Language), Foreign Students, Intensive Language Courses
Peer reviewed Peer reviewed
Direct linkDirect link
Lazaraton, Anne – Language Learning, 2004
This article takes a microanalytic perspective on the speech and gestures used by one teacher of English as a second language in her intensive English program classroom. Videotaped excerpts from her intermediate-level grammar course were transcribed to represent the speech, gesture, and other nonverbal behavior that accompanied unplanned…
Descriptors: Second Language Learning, Second Language Instruction, Grammar, English (Second Language)
Peer reviewed Peer reviewed
Bardovi-Harlig, Kathleen – Language Learning, 2001
Examines the emergence of the present perfect in the interlanguage of adult learners of English as a Second Language (ESL). Part of a growing body of research on the acquisition of temporal expression by learners of a variety of second languages, this study explores a tense/aspect form acquired late in first language acquisition. (Author/VWL)
Descriptors: College Students, English (Second Language), Foreign Countries, Grammar
Peer reviewed Peer reviewed
Bardovi-Harlig, Kathleen – Language Learning, 1997
Examines the emergence of the present perfect in the interlanguage of instructed adult learners of English as a Second Language. Findings indicate that adding a new inflection in the tense/aspect system requires establishing new form-meaning associations as well as revising existing ones. (44 references) (Author/CK)
Descriptors: Adult Education, Adult Students, Associative Learning, English (Second Language)