Match!
System
IF
1.93
Papers
4695
Papers 4789
1 page of 479 pages (4,789 results)
Newest
#1Hadar Netz (TAU: Tel Aviv University)H-Index: 4
#2Orna Fogel (TAU: Tel Aviv University)
Abstract The current study investigates corrective feedback in Torah (Pentateuch) reading dyadic tutoring sessions. In this setting, corrective feedback is invariably explicit, which makes it possible to compare between feedback that is input-providing (recasts and explicit corrections) and output-pushing (prompts), without the confounding factor of feedback im/explicitness. Results indicate that input-providing feedback led to higher frequencies of successful repair than did output-pushing feed...
#1Tim Stoeckel (University of Niigata Prefecture)H-Index: 1
#2Jeffrey Stewart (Ridai: Tokyo University of Science)
Last.Yuko Matsumoto (Miyazaki Municipal University)
view all 0 authors...
#1Meilin Chen (Hong Kong Baptist University)
#2John Flowerdew (Birkbeck, University of London)
Last.Laurence Anthony (Waseda University)H-Index: 11
view all 3 authors...
Abstract Corpora are widely used in the creation of language learning and teaching materials, such as dictionaries, grammar books, textbooks, and vocabulary lists. Little work, however, has focused on how the DDL approach might be introduced successfully into a teacher training program. In this paper, we describe the background, implementation, and results of a DDL-focused teacher training workshop that is designed to introduce a corpus-assisted academic writing pedagogy to in-service English la...
#1Naoki Sakata (Kurume University)
Abstract The prevalent trend among teachers and researchers is that high-frequency words should be prioritized in the learning of foreign language vocabulary. However, lexical frequencies in textbooks, which are often the most familiar learning material for learners, have been reported to differ somewhat from those in general corpora. To clarify the effects of these two different frequencies, this study examined the relationships among Japanese English as a foreign language (EFL) learners’ vocab...
#1Abdullah Alamer (UNSW: University of New South Wales)
#2Jihyun Lee (UNSW: University of New South Wales)
Abstract The aim of the present study was to develop a motivational process model illustrating how Saudi students' Basic Psychological Needs (BPN) were linked to their second language (L2) achievement in English. Motivational theories that have been extensively researched in Educational Psychology were employed as possible mediators of the BPN-L2 achievement relationship. Those theories were: Self-determination Theory (SDT), Goal Orientation (GO) and Motivational Emotion (ME). The final model su...
#1Nicola Fraschini (UWA: University of Western Australia)
#2Marinella Caruso (UWA: University of Western Australia)H-Index: 3
Abstract Most of the research on foreign language learner’s motivation is focused on learners of English as a second or foreign language, and uses quantitative methodologies often applied to monolingual learning contexts. It has been pointed out that this restricted focus and a lack of a holistic perspective might have biased the conceptual framework currently used to understand motivation, and that insufficient considerations are given to learners of languages other than English and their learn...
#1Haomin Zhang (ECNU: East China Normal University)H-Index: 3
#2Keiko Koda (CMU: Carnegie Mellon University)H-Index: 25
Last.Jiexin Lin (ECNU: East China Normal University)
view all 4 authors...
Abstract Drawing on Kieffer and Lesaux’s (2012) categorization of word knowledge, the current study explored word-specific and word-general knowledge in second language (L2) Chinese lexical inferencing ability. L2 Chinese study-abroad students (N = 228) participated in the study and completed a series of word-specific (morpheme recognition and morpheme discrimination) and word-general (character knowledge and definitional knowledge) measurements. The multivariate path analysis found that word-sp...
#1Yiqian Katherine Cao (University of Melbourne)
#2Wei Wei (MUST: Macau University of Science and Technology)
Abstract The study was conducted in Macau, a sociolinguistically diverse context with sixty-two first-year and second-year university students. Semi-structured interview was used as an instrument for data collection for this exploratory study. The students were asked questions regarding their willingness to communicate (WTC) using different varieties of English in face-to-face communication and communication in the social media contexts. The results indicate that the participants are aware of th...
12345678910