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Kuiken, Folkert; Vedder, Ineke – Language Learning & Language Teaching (MS), 2012
The research project reported in this chapter consists of three studies in which syntactic complexity, lexical variation and fluency appear as dependent variables. The independent variables are task complexity and proficiency level, as the three studies investigate the effect of task complexity on the written and oral performance of L2 learners of…
Descriptors: Difficulty Level, Syntax, Linguistic Performance, French
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Aflalo, Ester – Issues in Educational Research, 2012
This study furthers the understanding of the connections between learning approaches and learning strengths. The research population embraced 65 males from the Jewish ultraorthodox community, who abide by distinct methods of study. One group follows the very didactic, linear and structured approach with performance orientation, while the second…
Descriptors: Teaching Methods, Jews, Research Tools, Foreign Countries
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de Quadros, Ronice Muller – Sign Language Studies, 2012
This article explains the consolidation of Brazilian Sign Language in Brazil through a linguistic plan that arose from the Brazilian Sign Language Federal Law 10.436 of April 2002 and the subsequent Federal Decree 5695 of December 2005. Two concrete facts that emerged from this existing language plan are discussed: the implementation of bilingual…
Descriptors: Program Effectiveness, Professional Education, Bilingual Education, Linguistics
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Delaney, Thomas – Language Teaching Research, 2012
There are many reasons to believe that oral participation in the target language (TL) is beneficial for classroom language learners. In addition to the prominence current second language acquisition (SLA) theory gives to processes that assume learner production of the TL (e.g. negotiation of meaning), teachers often view oral participation as a…
Descriptors: English (Second Language), Second Language Learning, Language Proficiency, Second Language Instruction
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Hanaoka, Osamu; Izumi, Shinichi – Journal of Second Language Writing, 2012
The assumption underlying research on feedback is that, in writing, feedback is something provided for what actually shows up in the learner's text. However, a new dimension may need to be added to the debate in light of the Noticing Hypothesis, the Output Hypothesis, and the emerging evidence on what L2 learners actually notice as they produce…
Descriptors: Second Language Learning, Evidence, English (Second Language), Feedback (Response)
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Wang, Linxiao; Jo, Hie-myung – Indian Journal of Applied Linguistics, 2012
Limited research has investigated advanced language learners' acquisition of English verbs. The current study examines and compares the acquisition pattern of English verbs among Chinese second language (L2) learners at both intermediate and advanced levels to answer the following questions: (1) Do L2 learners acquire regular verbs and irregular…
Descriptors: Computational Linguistics, English (Second Language), Journal Writing, Sentences
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Witzel, Naoko Ouchi; Forster, Kenneth I. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
This article reports findings from 3 experiments examining whether 2nd language (L2) words are represented in episodic memory, as originally proposed by Jiang and Forster (2001). Experiment 1 was a direct replication of Jiang and Forster, testing highly proficient Chinese-English bilinguals. Masked translation priming was obtained in an episodic…
Descriptors: Recognition (Psychology), Priming, Translation, Second Language Learning
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Sebastian-Galles, Nuria; Diaz, Begona – Language Learning, 2012
In the process of language learning, individuals must acquire different types of linguistic knowledge, such as the sounds of the language (phonemes), how these may be combined to form words (phonotactics), and morphological rules. Early and late bilinguals tend to perform like natives on second language phonological tasks that involve pre-lexical…
Descriptors: Evidence, Phonemes, Phonology, Second Language Learning
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Bernardo, Allan B. I. – Electronic Journal of Research in Educational Psychology, 2012
Introduction: Implicit theories of intelligence are lay beliefs about whether intelligence is either fixed (entity theory) or changeable (incremental theory), and are known to be important predictors of learning processes of students in schools. Four studies test the hypothesis that objectifying linguistic practices (i.e., the use of abstract…
Descriptors: Intelligence, Nouns, Linguistics, Learning Processes
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Garnham, Alan; Gabriel, Ute; Sarrasin, Oriane; Gygax, Pascal; Oakhill, Jane – Discourse Processes: A Multidisciplinary Journal, 2012
Gygax, Gabriel, Sarrasin, Oakhill, and Garnham (2008) showed that readers form a mental representation of gender that is based on grammatical gender in French and German (i.e., masculine supposedly interpretable as a generic form) but is based on stereotypical information in English. In this study, a modification of their stimulus material was…
Descriptors: Language Processing, Form Classes (Languages), Grammar, Cues
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Candan, Ayse; Kuntay, Aylin C.; Yeh, Ya-ching; Cheung, Hintat; Wagner, Laura; Naigles, Letitia R. – Cognitive Development, 2012
We compare the processing of transitive sentences in young learners of a strict word order language (English) and two languages that allow noun omissions and many variant word orders: Turkish, a case-marked language, and Mandarin Chinese, a non case-marked language. Children aged 1-3 years listened to simple transitive sentences in the typical…
Descriptors: Sentences, Language Acquisition, Mandarin Chinese, Word Order
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Saito, Kazuya; van Poeteren, Kim – Language Awareness, 2012
A questionnaire study was conducted to examine how 120 highly experienced EFL (English as a foreign language) teachers in Japan adjust their pronunciation in order to facilitate and refine their students' learning skills to approach mutual intelligibility in second language (L2) classrooms (i.e. "pronunciation-specific teacher talk").…
Descriptors: Questionnaires, English (Second Language), Second Language Learning, Pronunciation
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Chan, Alice Y. W. – Modern Language Journal, 2012
This article reports on the results of a research study that investigated Cantonese English as a second language (ESL) learners' perception of English speech sounds, their perceived relations between "similar" English and Cantonese sounds, as well as the applicability of the claims of the Speech Learning Model (SLM) to second language…
Descriptors: Phonology, Foreign Countries, English (Second Language), Second Language Learning
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Olsen, Michael K. – Hispania, 2012
This article offers a fine-grained investigation of how first-language (L1) phonetics involving English rhotics affect Spanish rhotic production by second-language (L2) learners. Specifically, this study investigates how different L1 English rhotic articulatory routines (retroflex-like and bunched-like) and the phonetic context that produces…
Descriptors: Articulation (Speech), Phonetics, Phonemes, Spanish
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Li, Shuai – Language Learning, 2012
This study examined the effects of input-based practice on developing accurate and speedy requests in second-language Chinese. Thirty learners from intermediate-level Chinese classes were assigned to an intensive training group (IT), a regular training group (RT), and a control group. The IT and the RT groups practiced using four Chinese…
Descriptors: Control Groups, Pragmatics, Reading Difficulties, Linguistic Input
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