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Hits 21 – 40 of 540

21	The acquisition of derivational morphology : a cross-linguistic perspective
	Mattes, Veronika; Sommer-Lolei, Sabine; Korecky-Kröll, Katharina. - Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2021
	Leibniz-Zentrum Allgemeine Sprachwissenschaft
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22	Stimulus and response conflict from a second language: Stroop interference in weakly-bilingual and recently-trained languages
	Šaban, Iva; Schmidt, J.R.
	In: ISSN: 0001-6918 ; EISSN: 1873-6297 ; Acta Psychologica ; https://hal.archives-ouvertes.fr/hal-03356475 ; Acta Psychologica, Elsevier, 2021, 218, pp.103360. ⟨10.1016/j.actpsy.2021.103360⟩ (2021)
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23	A Corrective Feedback Intervention in a Minority French Language School
	Ayotte Irwin, Tracy. - : Brock University, 2021
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24	Beke Hansen: Corpus linguistics and sociolinguistics. Leiden: Brill Rodopi, 2018
	Westphal, Michael
	In: English language and linguistics. - Cambridge : Cambridge Univ. Press 25 (2021) 1, 205-210
	BLLDB
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25	Learner corpus research and second language acquisition: an attempt at bridging the gap
	Le Bruyn, Bert Simonne Walter; Paquot, Magali
	In: Learner corpus research meets second language acquisition. - Cambridge, United Kingdom : Cambridge University Press (2021), 1-9
	BLLDB
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26	Building an oral and written learner corpus of a school programme: methodological issues
	Bell, Philippa; Collins, Laura; Marsden, Emma
	In: Learner corpus research meets second language acquisition. - Cambridge, United Kingdom : Cambridge University Press (2021), 214-242
	BLLDB
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27	The interplay between universal processes and cross-linguistic influence in the light of learner corpus data: examining shared features of non-natives Englishes
	Meriläinen, Lea
	In: Learner corpus research meets second language acquisition. - Cambridge, United Kingdom : Cambridge University Press (2021), 67-95
	BLLDB
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28	Using syntactic co-occurrences to trace phraseological complexity development in learner writing: verb + object structures in LONGDALE
	Paquot, Magali; Naets, Hubert; Gries, Stefan Thomas
	In: Learner corpus research meets second language acquisition. - Cambridge, United Kingdom : Cambridge University Press (2021), 122-147
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29	Investigating a shift in instructional approach in second language listening pedagogy at a university-based intensive English program
	Lacroix, Jennifer Anne. - 2021
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30	A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
	O'Reardon, Chandler Flannery
	In: Senior Projects Spring 2021 (2021)
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31	Individual Differences in First Language Acquisition
	Kidd, Evan; Donnelly, Seamus
	In: Annual Review of Linguistics (2021)
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32	Changes to perceptual assimilation following training.
	Kabakoff, Heather; Kharlamenko, Julia; Levy, Erika S.. - 2021
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33	A Rationale for Using a Scenario-Based Assessment to Measure Competency-Based, Situated Second and Foreign Language Proficiency
	Purpura, James Enos. - 2021
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34	Perception of American English Consonants /v/ and /w/ by Hindi Speakers of English
	Grover, Vikas; Shafer, Valerie L.; Campanelli, Luca. - 2021
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35	Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space
	Coggins, Iain M.. - 2021
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36	Socialization to book-reading in French and English family life: a longitudinal and comparative interactive study of specialized language practices
	Beaupoil-Hourdel, Pauline; Leroy-Collombel, Marie; Morgenstern, Aliyah
	In: IPrA, International Pragmatics Association ; https://hal.archives-ouvertes.fr/hal-03407949 ; IPrA, International Pragmatics Association, Jun 2021, Winthertour, Switzerland (2021)
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37	Processing Verb Meanings and the Declarative/Procedural Model: A Developmental Study
	Stefaniak, Nicolas; Baltazart, Véronique; Declercq, Christelle
	In: EISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.univ-reims.fr/hal-03628140 ; Frontiers in Psychology, Frontiers, 2021, 12, pp.714523. ⟨10.3389/fpsyg.2021.714523⟩ ; https://www.frontiersin.org/article/10.3389/fpsyg.2021.714523 (2021)
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38	The Acquisition of Verbal Epistemic Stance Marking during Study Abroad: The Case of je pense in L2 French
	Leclercq, Pascale
	In: EISSN: 2226-471X ; Languages ; https://hal.archives-ouvertes.fr/hal-03476036 ; Languages, MDPI, 2021, 6 (4), pp.196. ⟨10.3390/languages6040196⟩ (2021)
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39	Gesture Helps Second and Foreign Language Learning and Teaching
	Stam, Gale; Tellier, Marion
	In: Gesture in Language: Development Across the Lifespan ; https://hal.archives-ouvertes.fr/hal-03464264 ; Aliyah Morgenstern & Susan Goldin-Meadow. Gesture in Language: Development Across the Lifespan, Mouton de Gruyter; APA, 2021, 978-1-4338-3629-9 ; https://www.apa.org/pubs/books/gesture-in-language?tab=1 (2021)
	Abstract: International audience ; From the perspective that language and language usage consist of both speech and gesture (McNeill 1992, 2005, 2012) a number of studies have been conducted to examine gesture’s role in second language (L2) acquisition over the past thirty years. These studies have demonstrated the important role that gesture plays in both second and foreign language learning and teaching (for reviews, see Gullberg and McCafferty 2008; Stam 2013; Stam and McCafferty 2008; Stam and Buescher 2018; Tellier 2014). However, despite the growing interest in gesture and L2 learning and teaching among a number of researchers, the topic of gesture and its importance in understanding L2 acquisition is still not considered in most mainstream second language acquisition (SLA) studies. These studies on L2 learning and teaching have mainly focused on the analysis of speech production and seen gestures as peripheral to the process of learning and teaching. However, gestures play a very strong role in both learning and teaching because verbal language is only half of the picture (it provides a window only onto verbal thought and not imagistic thought), it is not always the most efficient medium for communication especially when there is an asymmetry in language proficiency between a learner and a teacher or a native speaker. L2 learning and teaching are interconnected and can be considered as two sides of the same coin: for instance, on the one hand, learners use gestures to scaffold their speech elaboration, and on the other hand, teachers use gestures to scaffold their speech comprehension by the learners. In addition, learners’ gestures indicate their language proficiency and comprehension of material, important aspects for teachers to take into consideration in their teaching.This chapter, although it focuses on adult learners, will provide evidence for why it is important to consider gestures in both L2 learning and teaching for all age ranges. It begins by defining co-speech gestures and pedagogical gestures. Next, it discusses how learners’ co-speech gestures show whether they are conceptualizing in their L1, their L2, or a combination of the two and to what extent different tasks affect the types of gestures learners produce. Then, it shifts to pedagogical gestures and illustrates how teachers engage their bodies in different ways in the classroom, the various functions of the gestures teachers use, and in what manner teachers vary their speech and gesture when engaging with non-native speakers, and what this tells us about teaching and communication.
	Keyword: [SCCO.LING]Cognitive science/Linguistics; [SHS.EDU]Humanities and Social Sciences/Education; acquisition des langues; Analyse gestuelle; didactique des langues; Foreign Language Teaching; gestes pédagogiques; Gesture Analysis; Pedagogical gestures; Second Language acquisition
	URL: https://hal.archives-ouvertes.fr/hal-03464264/file/AM-Gesture%20Helps%20Second%20and%20Foreign%20Language%20Learning%20and%20Teaching_FINAL%203-9-21.pdf https://hal.archives-ouvertes.fr/hal-03464264 https://hal.archives-ouvertes.fr/hal-03464264/document
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40	Toddlers exploit referential and syntactic cues to flexibly adapt their interpretation of novel verb meanings
	De Carvalho, Alex; Dautriche, Isabelle; Fiévet, Anne-Caroline...
	In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03468213 ; Journal of Experimental Child Psychology, Elsevier, 2021, 203, pp.105017. ⟨10.1016/j.jecp.2020.105017⟩ (2021)
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