1 |
An Interview with APPLE Lecture Speaker Professor Roy Lyster
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 56-58 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
2 |
Humor and Play in Language Classroom Interaction: A Review of the Literature
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
3 |
Interlanguage Pragmatic Development and L2 Request Behavior: A Critical Review of the Literature for emergent use of “Polite” Requests
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 2, Pp 49-70 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
4 |
Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 1-11 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
5 |
Age and type of instruction (CLIC vs. traditional EFL) in lexical development
|
|
|
|
Abstract:
The present paper compares the vocabulary development of a group of CLIL and of traditional EFL learners along three years. The observation that a CLIL approach might provide with larger benefits in the long run vocabulary is the starting point of this study. We had learners in the two groups complete a letter writing task. These writings were then scrutinized for L1 influence in the form of borrowings and lexical creations. The frequency of the words in the letters was also object of analysis. Results revealed that CLIL learners perform slightly better but non-significantly better than traditional EFL along the three years. Furthermore, the evolution of L1 influence and word use also followed an expected improvement pattern as learners went up grade. However, our results do not provide evidence of a growing CLIL advantage with increasing experience. The young age and low proficiency of learners in the present study might be blocking this possible advantage found elsewhere.
|
|
Keyword:
Age constraints; Applied linguistics; Bilingual education; CLIL; EFL; L1 influence; SLA; Type of instruction; Vocabulary acquisition
|
|
URL: http://hdl.handle.net/10201/50465
|
|
BASE
|
|
Hide details
|
|
6 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
7 |
Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
8 |
Another Look at Norris and Ortega (2000)
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
9 |
Child Second Language Acquisition: What Do We Know?
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
10 |
Examining the Intersection between Task-Based Learning and Technology
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 60-62 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
11 |
Diagnostic Second Language Assessment in the Classroom
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 57-58 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
12 |
Technology Assistance in Second Language Acquisition: Potentials and Limitations
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp i-iii (2015) (2015)
|
|
BASE
|
|
Show details
|
|
13 |
The Visual Elements of Computer-based Language Assessment: Aspects and Effects
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
14 |
Linguistic Relativity in SLA: Thinking for Speaking
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 72-76 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
15 |
Language Learning Beyond the Classrooom
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 50-53 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
16 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 46-49 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
17 |
Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 63-65 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
18 |
Aligning CALL with the Theory and Practice of Instructed SLA
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 20-22 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
19 |
Learning-Oriented Assessment in Large-Scale Testing
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 56-58 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
20 |
Identity and Communities of Practice in Foreign Language Learning Contexts
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 133-162 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
|