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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 6 7 8 9...78 Hits 81 – 100 of 1.541 81 sj-docx-1-ijb-10.1177_13670069211052770 – Supplemental material for Task effects and the yes-bias in heritage language bilingualism ... Romano, Francesco. - : SAGE Journals, 2022 BASE Show details 82 Studies on Positive Evidence Feedback in Second Language Writing: Status Quo and Implications ... Cao, Zhenhao; Mao, Zhicheng. - : SAGE Journals, 2022 BASE Show details 83 sj-docx-1-las-10.1177_00238309221087715 – Supplemental material for The Role of Prosody in Disambiguating English Indirect Requests ... Trott, Sean; Reed, Stefanie; Kaliblotzky, Dan. - : SAGE Journals, 2022 BASE Show details 84 Critical language assessment literacy of EFL teachers: Scale construction and validation ... Tajeddin, Zia; Khatib, Mohammad; Mahdavi, Mohsen. - : SAGE Journals, 2022 BASE Show details 85 Classroom learning of English L2 requests: Input and interactional opportunities in French secondary schools ... Siddiqa, Aisha; Whyte, Shona. - : SAGE Journals, 2022 BASE Show details 86 Classroom learning of English L2 requests: Input and interactional opportunities in French secondary schools ... Siddiqa, Aisha; Whyte, Shona. - : SAGE Journals, 2022 BASE Show details 87 Development and initial validation of productive vocabulary tests for isiZulu, Siswati and English in South Africa ... Wilsenach, Carien; Schaefer, Maxine. - : SAGE Journals, 2022 BASE Show details 88 Behavioral evidence for differences in emotional resonance during processing first and second language ... Weimer, Anna; Koniakowsky, Ina; Nazir, Tatjana A.. - : SAGE Journals, 2022 BASE Show details 89 sj-csv-2-las-10.1177_00238309221087715 – for The Role of Prosody in Disambiguating English Indirect Requests ... Trott, Sean; Reed, Stefanie; Kaliblotzky, Dan. - : SAGE Journals, 2022 BASE Show details 90 Creating the Conditions for Vocabulary Learning with Wordwall ... Moorhouse, Benjamin Luke; Kohnke, Lucas. - : SAGE Journals, 2022 BASE Show details 91 Exploratory Study of Hybrid Telepractice and In-Person Treatment of Compensatory Articulation Errors in Cleft Palate ... Kotlarek, Katelyn J.; Haenssler, Abigail E.; Perry, Jamie L.. - : SAGE Journals, 2022 BASE Show details 92 Defining bilingualism in infancy and toddlerhood: A scoping review ... Rocha-Hidalgo, Joscelin; Barr, Rachel. - : SAGE Journals, 2022 BASE Show details 93 Assessing Rasch measurement estimation methods across R packages with yes/no vocabulary test data ... Nicklin, Christopher; Vitta, Joseph P.. - : SAGE Journals, 2022 BASE Show details 94 Behavioral evidence for differences in emotional resonance during processing first and second language ... Weimer, Anna; Koniakowsky, Ina; Nazir, Tatjana A.. - : SAGE Journals, 2022 BASE Show details 95 Speech-Language Pathologists’ Experiences With Challenging Behavior in Practice ... Chow, Jason C.; Senter, Reed; Morse, Ashley. - : SAGE Journals, 2022 BASE Show details 96 Pushing vocabulary knowledge from receptive to productive mastery: Effects of task type and repetition frequency ... Teng, Min; Xu, Jinfen. - : SAGE Journals, 2022 Abstract: Although research shows that second language (L2) learners have major difficulties in developing their productive vocabulary skills, little research has been conducted on how to facilitate productive mastery of learned words. With this in mind, this study investigated the effects of task type and repetition frequency on improving receptive word knowledge to productive mastery. The 146 university students enrolled in an EFL course were assigned to four groups, each doing a different form of vocabulary exercises (multiple-choice, gap-filling, sentence translation and sentence writing) for 12 successive weeks. The 18 targets the participants knew receptively were divided into three sets that were repeated two, four and six times respectively. Productive knowledge of the targets was measured two weeks after the treatment. The results showed that (1) productive tasks contributed to significantly higher scores than receptive tasks regardless of repetition frequency, and some forms of productive tasks were more ... Keyword: 200399 Language Studies not elsewhere classified; Education; FOS Languages and literature URL: https://dx.doi.org/10.25384/sage.c.5839123 https://sage.figshare.com/collections/Pushing_vocabulary_knowledge_from_receptive_to_productive_mastery_Effects_of_task_type_and_repetition_frequency/5839123 BASE Hide details 97 The acquisition of English active and passive monotransitive constructions by English–Spanish simultaneous bilingual children ... Sánchez Calderón, Silvia; Fernández Fuertes, Raquel. - : SAGE Journals, 2022 BASE Show details 98 A mixed methods approach to exploring grammar learning strategies in self-regulation task phases: Evidence from grounded theory and regression analysis ... Hassanzadeh, Mohammad; Ranjbar, Mostafa. - : SAGE Journals, 2022 BASE Show details 99 Local placement test retrofit and building language assessment literacy with teacher stakeholders: A case study from Colombia ... Janssen, Gerriet. - : SAGE Journals, 2022 BASE Show details 100 A mixed methods approach to exploring grammar learning strategies in self-regulation task phases: Evidence from grounded theory and regression analysis ... Hassanzadeh, Mohammad; Ranjbar, Mostafa. - : SAGE Journals, 2022 BASE Show details Page: 1 2 3 4 5 6 7 8 9...78

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