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Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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Vocabulary Scaffolding Features and Young Readers’ Comprehension of Digital Text: Insights from a Big Observational Dataset ...
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Turkish pre-service English teachers' level of FLSA and their perceptions of NNEST: a case in a high-ranking state university ...
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The impact of grit and its predictors on face-to-face vs online language learning ...
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Does the language you speak shape the way you think about the world? ...
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Auditory distraction while reading in different languages ...
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Peer interaction among intensive immersive language course participants: Comparing the impact of face-to-face vs online delivery ...
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| 11 |
Incidental acquisition of multiword expressions through audiovisual input: The role of repetition and typographic enhancement
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In: Education Publications (2021)
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Using literal underpinnings to help learners remember figurative idioms: Does the connection need to be crystal-clear?
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In: Education Publications (2020)
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“Our Beautiful Family”: A study of English Language Learners’ dual language identity texts and linguistic identity in a family literacy program ...
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Weighing up Exercises on Phrasal Verbs: Retrieval Versus Trial-And-Error Practices
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In: Education Publications (2019)
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Abstract:
EFL textbooks and internet resources exhibit various formats and implementations of exercises on phrasal verbs. The experimental study reported here examines whether some of these might be more effective than others. EFL learners at a university in Japan were randomly assigned to four treatment groups. Two groups were presented first with phrasal verbs and their meaning before they were prompted to retrieve the particles from memory. The difference between these two retrieval groups was that one group studied and then retrieved items one at a time, while the other group studied and retrieved them in sets. The two other groups received the exercises as trial-and-error events, where participants were prompted to guess the particles and were subsequently provided with the correct response. One group was given immediate feedback on each item, while the other group tackled sets of 14 items before receiving feedback. The effectiveness of these exercise implementations was compared through an immediate and a 1-week delayed post-test. The best test scores were obtained when the exercises had served the purpose of retrieval, although this advantage shrank in the delayed test (where scores were poor regardless of treatment condition). On average 70% of the post-test errors produced by the learners who had tackled the exercises by trial-and-error were duplicates of incorrect responses they had supplied at the exercise stage, which indicates that corrective feedback was often ineffective.
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Keyword:
Applied Linguistics; Education; errorless learning; feedback; interference; Language and Literacy Education; Linguistics; phrasal verbs; retrieval; Social and Behavioral Sciences; trial and error
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1288&context=edupub
https://ir.lib.uwo.ca/edupub/285
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| 15 |
Pedagogical approaches to the teaching and learning of formulaic language
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In: Education Publications (2018)
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Contrasting ideologies of foreign language learning in Japan: Hippo Family Club versus “traditional” education ...
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The multicultural, multilingual, and transnational Non- Native English Speaking Teacher
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In: Ana Solano-Campos (2015)
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| 18 |
Teachers' attitudes towards and uses of translanguaging in English language classrooms in Iowa
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In: Graduate Theses and Dissertations (2014)
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| 19 |
The comprehension of metaphor by preschool children: Implications for a theory of lexicon
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In: Barbara Zurer Pearson (2012)
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| 20 |
Modernizing Classical Language Education: Communicative Language Teaching & Educational Technology Integration in Classical Greek
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In: Apostolos Koutropoulos (2012)
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