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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 40 1 Finding modal force Dieuleveut, Anouk. - 2021 BASE Show details 2 How Grammars Grow: Argument Structure and the Acquisition of Non-Basic Syntax Perkins, Laurel. - 2019 BASE Show details 3 An Affiliative Model of Early Lexical Learning Tripp, Alayo. - 2019 BASE Show details 4 Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework Masters, Megan. - 2018 BASE Show details 5 SECOND LANGUAGE LEXICAL REPRESENTATION AND PROCESSING OF MANDARIN CHINESE TONES Pelzl, Eric. - 2018 BASE Show details 6 The role of input in discovering presuppositions triggers: Figuring out what everybody already knew Dudley, Rachel Elaine. - 2017 BASE Show details 7 TEMPORAL DISTRIBUTION OF PRACTICE AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION AND RETENTION OF L2 MANDARIN TONAL WORD PRODUCTION Li, Man. - 2017 BASE Show details 8 The acquisition of adjunct control: grammar and processing Gerard, Juliana. - 2016 BASE Show details 9 EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY Benson, Susan Dianne. - 2016 BASE Show details 10 Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback Yao, Qin. - 2016 BASE Show details 11 THE ROLE OF RULES, EXAMPLES AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION OF DECLARATIVE AND PROCEDURAL SECOND LANGUAGE KNOWLEDGE Kachinske, Ilina. - 2016 BASE Show details 12 Early Phonological Predictors of Toddler Language Outcomes Gerhold, Kayla. - 2015 BASE Show details 13 Comparing Second Language Learners' Sensitivity to Arabic Derivational and Inflectional Morphology at the Lexical and Sentence Levels Freynik, Suzanne Marie. - 2015 BASE Show details 14 USING NEW MEASURES OF IMPLICIT L2 KNOWLEDGE TO STUDY THE INTERFACE OF EXPLICIT AND IMPLICIT KNOWLEDGE Suzuki, Yuichi. - 2015 BASE Show details 15 Computational modeling of the role of discourse information in language production and language acquisition Orita, Naho. - 2015 BASE Show details 16 Verb Learning Under Guidance He, Xiaoxue Angela. - 2015 BASE Show details 17 Comparative psychosyntax Chacón, Dustin Alfonso. - 2015 BASE Show details 18 Syntactic Bootstrapping in the Acquisition of Attitude Verbs Harrigan, Kaitlyn. - 2015 BASE Show details 19 The Influences of Aptitude, Learning Context, and Language Difficulty Categorization on Foreign Language Proficiency Wagener, Thomas Robert. - 2015 Abstract: This research investigates the ability of predictive measures to differentiate level of language proficiency among learners across languages, language categories, and learning contexts. It fills a gap in the literature pertaining to language categorization and demonstrates differential predictive ability of language learning aptitude measures depending on the language being learned. In addition, it challenges a default assumption that aptitude and other individual difference measures ought to be context independent. This is done through an analysis of the effects of context on the predictive ability of individual difference measures where results show the differing predictive patterns between a foreign language classroom, a domestic intensive instruction setting, and a study abroad program. Finally, several individual difference measures that have shown some past success in differentiating foreign language outcomes for learners are examined to analyze incremental predictive validity. Measures that demonstrate incremental predictive validity are useful in developing selection protocols for language learning programs. Additionally, measures that show differential incremental predictive validity across language categories and contexts may indicate a potential for aligning learners within a category and context to benefit learner outcomes. This research provides evidence to support claims that suggest an interactive role between the learner and context leading to differential learning outcomes based on individual differences. It highlights the fact that predictive models of proficiency are not consistent within language category, nor are they consistent across language category boundaries. It shows that a measure of general cognitive memory may be the best indicator of long term language learning success across languages. Finally, it replicates earlier findings that the Defense Language Aptitude Battery (DLAB) provides incremental predictive validity in the face of other individual difference measures indicating that it remains a useful predictor of language learning performance. Keyword: DLAB; Educational psychology; Foreign Language Aptitude; Foreign language education; Foreign Language Proficiency; Language Categorization; Language Learning; Second Language Acquisition URL: https://doi.org/10.13016/M24Q6D http://hdl.handle.net/1903/17314 BASE Hide details 20 Bayesian Model of Categorical Effects in L1 and L2 Speech Processing Kronrod, Yakov. - 2014 BASE Show details Page: 1 2

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