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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 3 4 5...13 Hits 1 – 20 of 255 1 Semantics and pragmatics in a modular mind McCourt, Michael Sullivan. - 2021 BASE Show details 2 Utterance-level predictors of stuttering-like, stall, and revision disfluencies in the speech of young children who do and do not stutter Garbarino, Julianne. - 2021 BASE Show details 3 Finding modal force Dieuleveut, Anouk. - 2021 BASE Show details 4 Identity Conditions on Ellipsis Ranero Echeverría, Rodrigo. - 2021 BASE Show details 5 Auditory Processing of Sequences and Song Syllables in Vocal Learning Birds Fishbein, Adam. - 2021 BASE Show details 6 From Academic English to School Discourses: Reconceptualizing Academic Language Sewall, Ethan McDermott. - 2021 BASE Show details 7 The Role of Cognitive Control in Bilingual Code-Switch Comprehension Salig, Lauren. - 2021 BASE Show details 8 Automatic Syntactic Processing in Agrammatic Aphasia: The Effect of Grammatical Violations Kim, Minsun. - 2020 BASE Show details 9 De Facto Bilingual Education: The Role of Home Language Support in the Academic Achievement of Dual Language Learners Guzman, Natalia. - 2020 BASE Show details 10 CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY Solovyeva, Ekaterina. - 2020 BASE Show details 11 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers Budde, Christina Marie. - 2020 BASE Show details 12 "We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching Durham, Carmen. - 2020 BASE Show details 13 Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs Marcus, Margaret Sullivan. - 2020 BASE Show details 14 Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports Stump , Megan. - 2020 BASE Show details 15 The use of the domestic dog (Canis familiaris) as a comparative model for speech perception Mallikarjun, Amritha. - 2020 BASE Show details 16 THE EFFECTS OF TRAINING FOR AUTOMATICITY ON MULTIWORD RECOGNITION JEONG, HYOJIN. - 2020 Abstract: Automatic lexical processing, such as accessing and retrieving the correct meaning of a word quickly and automatically in reading, is fundamental for successful and fluent language use. However, the focus of the previous studies has been limited to the processing of single words. No study has investigated whether skilled recognition of newly learned multiword expressions, such as cook the books, can be fostered by training as predicted by skill acquisition theory. The present study, therefore, investigated the effects of multiword-recognition training on the development of automaticity in collocation-recognition processing, and also examined the roles of first language (L1) congruency (having word-for-word translation equivalents in L1), training condition (verbatim repetition vs. varied repetition), working memory capacity, and procedural learning ability in automatization of collocation recognition. Seventy-two Korean learners of English were assigned to one of two experimental conditions (verbatim repetition and varied repetition conditions). All the participants engaged in three training sessions. The training consisted of a series of fill-in-the-blank exercises that only differed in terms of training materials. The target items for the training consisted of 16 congruent (corresponding to the participants’ L1) and 16 incongruent verb-noun phrases in English. Two tests (phrasal decision task and sentence-and-word recall task) were used to assess the participants’ learning gains from the training. In line with the predictions of skill acquisition theory, the results showed that repeated practice through explicit vocabulary exercises led to significant improvement in recognition performance of collocations in terms of speed, processing stability and cognitive capacity usage. L1 congruency was found to play a facilitative role in collocation-recognition speed only in the early stages of learning. No reliable evidence for differential effects of the two types of training condition on developing automaticity in collocation recognition was found in the current study. Working memory played a facilitative role in collocation-recognition performance as measured by the sentence-and-word recall task but not in collocation-recognition speed or processing stability as measured by the phrasal decision task. On the other hand, no reliable evidence for a facilitative role of procedural learning ability in automatization of collocation recognition was found. Keyword: English as a second language URL: http://hdl.handle.net/1903/26077 https://doi.org/10.13016/oplf-zw7h BASE Hide details 17 An analysis of negation-dependent times amwu-phrases in Korean, and its theoretical consequences Bae, Sooyoung. - 2020 BASE Show details 18 AN ANALYSIS OF CODE SWITCHING EVENTS IN TYPICALLY DEVELOPING SPANISH-ENGLISH BILINGUAL CHILDREN Guevara, Sandra Stephanie. - 2020 BASE Show details 19 SELECTIVITY IN LEXICAL ACCESS AMONG BILINGUALS OF ORTHOGRAPHICALLY DISTINCT SCRIPTS AND THE ROLE OF EXECUTIVE FUNCTIONS Al Thowaini, Buthainah M. - 2020 BASE Show details 20 EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS Hillman, Kyoko Kobayashi. - 2020 BASE Show details Page: 1 2 3 4 5...13

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