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The “Weaponization” of Corpus Linguistics: Testing Heller’s Linguistic Claims
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In: Brigham Young University Journal of Public Law (2019)
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An Introduction to Complex Systems: Making Sense of a Changing World
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In: Faculty Books (2019)
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Aptitude, experience and second language pronunciation proficiency development in classroom settings: a longitudinal study
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Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
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Exploring the relationship between productive vocabulary knowledge and second language oral ability
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To what extent does long-term foreign language education help improve spoken second language lexical proficiency?
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Investigating sound and structure in concert: a pupillometry study of relative clause attachment
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The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability
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Translanguaging and embodied teaching and learning: lessons from a multilingual karate club in London
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The relationship between English proficiency and humour appreciation among English L1 users and Chinese L2 users of English
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Multilingualism and trait emotional intelligence: an exploratory investigation
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How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?
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Creating a counter-space: Tahrir Square as a platform for linguistic creativity and political dissent
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Domestic work = language work? Language and gender ideologies in the marketing of multilingual domestic workers in London
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Individual differences in second language speech learning in classroom settings: roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation
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Abstract:
The current study longitudinally examined a crucial individual difference variable—i.e., awareness (operationalized as explicit attention and articulatory knowledge)—in adult second language (L2) speech learning in the context of 40 Japanese learners’ English /ɹ/ pronunciation development in an EFL classroom. The participants’ speech, elicited from word reading, sentence reading and timed picture description tasks at the beginning and end of one academic semester, were analyzed in terms of three acoustic dimensions of English /ɹ/—third formant (F3), second formant (F2) and duration. Whereas the participants showed gains in the relatively easy aspect of the English /ɹ/ acquisition (F2 reduction) as a function of increased L2 input, their explicit awareness of accurate English /ɹ/ pronunciation played a significant role in the acquisition of the relatively difficult dimension (lengthening phonemic duration). The awareness-acquisition link was not found, however, for the most difficult dimension (F3 reduction) at least within the timeframe of the project.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1177/0267658318768342 https://eprints.bbk.ac.uk/id/eprint/20808/1/SLR2018.pdf https://eprints.bbk.ac.uk/id/eprint/20808/
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Dialectics of the Goddess in Japanese Audiovisual Culture, Lorenzo J. Torres Hortelano (ed.) (2018) Lanham, MD: Lexington Books
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The flowering of positive psychology in Foreign Language Teaching and Acquisition research
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