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Corpus d'apprentissage Simuligne ; LETEC (Learning and Teaching Corpus) Simuligne
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Aide à l'analyse des forums de Simuligne
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Chanier Thierry. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, 2009. : Clermont-Ferrand:France, 2009. : URL:http://mulce.org, 2009
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Corpus distinguable Copeas T8 lobby s101 ; Distinguishable corpus Copeas T8 lobby s101
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Ciekanski Maud; Chanier Thierry. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, 2009. : Clermont-Ferrand:France, 2009. : URL:http://mulce.org, 2009
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The Critical Period Hypothesis: Support, Challenge, and Reconceptualization ...
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Conceptualising the field of applied linguistics from a Bernsteinian perspective: challenges and opportunities
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In: Faculty of Education - Papers (Archive) (2009)
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Topic Familiarity and Input Enhancement: An Empirical Investigation
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Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology
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Processing Instruction and Second Language Grammar Acquisition
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Abstract:
The significance of input, namely meaning-bearing linguistic instances of the target language (TL) (VanPatten, 1996), in accounting for how learners create second language (L2) grammars has long been established (Gass, 1997). Krashen (1985), in his Input Hypothesis, even argues that the sheer provision of abundant comprehensible input would be “necessary and sufficient” for second language acquisition (SLA). In light of such characteristics as “lack of success” and “the importance of instruction” in Bley-Vroman’s (1989) Fundamental Difference Hypothesis vis-à-vis adult L2 learners, however, it appears that manipulating aspects of learning conditions may facilitate L2 grammar acquisition. Some researchers (e.g., Sanz and Morgan-Short, 2005) suggest that external manipulation of input through textual (Jourdenais, Ota, Stauffer, Boyson, & Doughty, 1995) or prosodic (Leeman, 2003) enhancement, or even input flood (Trahey & White, 1993) might induce internal processing, considering that the target forms are made more salient and are thus more likely to be detected by the learner. Others (e.g., Chaudron, 1983; Corder, 1967; Faerch & Kasper, 1980; Krashen, 1982; Sharwood Smith, 1986; VanPatten, 1996, 2002a, 2004a, 2007), while acknowledging the difficulty of controlling and measuring L2 processing, still see value in theorizing about the learner’s internal language acquisition mechanism to make sense of the manner input processing (IP) works, i.e., what kind of L2 input gets converted to intake and the rationale behind it.
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Keyword:
Applied linguistics--Research; Education; English language--Study and teaching--Foreign speakers; Language and languages--Grammar; Second language acquisition
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URL: https://doi.org/10.7916/D8Z89C0F
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Protocole de recherche du projet Copéas (version Motplus-Html) ; Research protocol of the Copeas project (version Motplus-Html)
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Chanier, Thierry. - : Mulce (MULtimodal Corpus Exchange), 2008. : Universite Blaise Pascal, 2008. : Clermont-Ferrand:France, 2008. : URL:http://mulce.org, 2008
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Topic Familiarity and Input Enhancement: An Empirical Investigation ...
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Processing Instruction and Second Language Grammar Acquisition ...
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Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology ...
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The development of the passé composé in lower-intermediate learners of French as a second language
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Strategy instruction in listening for lower-intermediate learners of French
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The decline in language learning in England: getting the facts right and getting real
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Language Play: Implications for the Second-Language Learner
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Reconsidering the Measurement of Pragmatic Knowledge Using a Reciprocal Written Task Format
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