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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 Hits 1 – 15 of 15 1 English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system Indrarathne, Bimali; Mcculloch, Sharon. - : British Council, 2022 BASE Show details 2 The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers Ratajczak, Michael; Indrarathne, Bimali; Kormos, Judit In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 133–147 ; 2399-9101 (2021) BASE Show details 3 Investigating English for Academic Purposes provision in South Asian higher education: current trends and future needs Hussain, Nasreen; Mcculloch, Sharon; Abeyawickrama, Wimansha. - : British Council, 2020 BASE Show details 4 Accommodating Learners With Dyslexia in English Language Teaching in Sri Lanka : teachers' knowledge, attitudes and challenges Indrarathne, Bimali. - 2019 BASE Show details 5 The role of working memory in processing L2 input:insights from eye-tracking Indrarathne, Bimali; Kormos, Judit. - 2018 BASE Show details 6 Relationship between attentional processing and working memory:an eye-tracking study Indrarathne, Bimali; Kormos, Judit. - 2017 BASE Show details 7 Attentional processing of input in explicit and implicit learning conditions:an eye-tracking study Indrarathne, Bimali; Kormos, Judit. - 2017 BASE Show details 8 Inclusion of learners with specific learning differences in teaching English as a foreign language:A teacher training project for Sri Lanka Indrarathne, Bimali. - 2017 BASE Show details 9 Working Memory Capacity, Language Learning and Dyslexia:Inclusion of Dyslexic Learners in Teaching English as a Foreign Language Indrarathne, Bimali. - 2017 BASE Show details 10 How much exposure is needed for learners to pay attention?:Lessons from an eye-tracking study Indrarathne, Bimali; Ratajczak, Michael; Kormos, Judit. - 2017 BASE Show details 11 Relationship between attentional processing of input and working memory: an eye-tracking study Indrarathne, Bimali; Kormos, Judit. - 2016 Abstract: Working memory (WM) plays a key role in second language (L2) acquisition by facilitating the regulation of attentional resources and the processing of input. Individual differences in working memory abilities, however, might interact with the conditions in which input is provided to L2 learners. The aims of the study reported in this presentation were to investigate how attention paid to a target syntactic construction (causative ‘had’) in written L2 input is related to the functioning of WM including both phonological loop and central executive (CE) and how WM moderates the change of knowledge of the target grammatical construction in different input conditions. In our study we used four WM tests to measure both the capacity of the phonological loop and the functions of the CE in a sample of 100 Sri Lankan learners of English. Learners were exposed to examples of the target construction in explicit and implicit learning conditions and their eye movements were tracked as they read the input. A sentence reconstruction (SR) and a grammaticality judgment (GJ) task were administered to assess gains in knowledge of the target construction. Correlational and multiple regression analyses indicated a very strong relationship between WM abilities and the gain scores in both tasks. The results revealed that WM was predictive of gains in implicit knowledge in all input conditions; however, WM had a somewhat smaller effect on the improvement of explicit knowledge in the implicit learning conditions. The amount of attention paid to input was very closely associated with the WM capacity of the participants. We argue that L2 learners with a higher WM capacity pay more attention to input and are, therefore at an advantage when learning a novel grammatical construction both in explicit and implicit learning conditions. URL: https://eprints.lancs.ac.uk/id/eprint/83059/ BASE Hide details 12 Relationship between attentional processing of input and working memory: an eye-tracking study Indrarathne, Bimali; Kormos, Judit. - 2016 BASE Show details 13 Attentional processing of different types of written L2 input and its relationship with learners' working memory capacity Indrarathne, Bimali. - : Lancaster University, 2016 BASE Show details 14 Attentional processing of input in different input conditions:an eye-tracking study Indrarathne, Bimali; Kormos, Judit. - 2015 BASE Show details 15 Can IELTS and the CEFR do what our can dos can do?:assessing student writing practices on Lancaster University’s EAP (Study Skills) Programme Indrarathne, Bimali; Unger, Johann; Sharkawi, T. - 2015 BASE Show details

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