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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...51 Hits 1 – 20 of 1.008 1 The construction and efficiency of prototype definitions for the EFL learner’s dictionary : an empirical study in applied cognitive linguistics Wirag, Andreas. - Trier : WVT Wissenschaftlicher Verlag Trier, 2021 BLLDB UB Frankfurt Linguistik Show details 2 Η αξιοποίηση του κοινού ελληνοτουρκικού λεξιλογίου στη διδασκαλία της τουρκικής γλώσσας σε ελληνόγλωσσους φοιτητές ... Σαββίδου, Δέσποινα. - : Democritus University of Thrace, 2021 BASE Show details 3 Social isolation and vocabulary development: Insights from 8-18-month-old infants from families with varying socioeconomic backgrounds (United Kingdom) ... Aussems, Suzanne. - : Open Science Framework, 2021 BASE Show details 4 Social isolation and vocabulary development: Insights from families with varying SES in Saudi Arabia ... Alroqi, Haifa. - : Open Science Framework, 2021 BASE Show details 5 Changes in High-Frequency Vocabulary Use in Three Writing Tasks ; ３つのライティングタスクにおける高頻度単語使用の変化 ; 3ツ ノ ライティング タスク ニ オケル コウヒンド タンゴ シヨウ ノ ヘンカ Wong, Aeric; ウォング, エリック. - : 大阪女学院大学, 2021. : オオサカ ジョガクイン ダイガク, 2021. : Osaka Jogakuin University, 2021 BASE Show details 6 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 7 Social isolation and vocabulary development: insights from families with varying SES (Polish) ... Łuniewska, Magdalena. - : Open Science Framework, 2021 BASE Show details 8 Using a smart phone to learn Spanish: Does it work and will students use it? Assaf, Alysha; DeMil, Andrew J; Cragun, Ryan In: The Coastal Review: An Online Peer-reviewed Journal (2021) BASE Show details 9 La gamificación como facilitadora del engagement: un estudio multicaso en la enseñanza de vocabulario de ingés como lengua adicional Vallejo Balduque, Beatriz. - : Universitat de Barcelona, 2021 In: TDX (Tesis Doctorals en Xarxa) (2021) BASE Show details 10 Lexical complexity, writing proficiency and task effects in Spanish Dual Language Immersion Schnur, Erin; Rubio, Fernando. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021 BASE Show details 11 Lexical and grammatical development in English in Indonesian kindergarten children : processability theory and developmentally moderated focus on form Hardini, Isriani. - 2021 BASE Show details 12 Does input modality matter when learning vocabulary in English as a foreign language? Gené Giron, Rosa. - 2021 Abstract: Second Language Acquisition (SLA) is an important reality in the students’ language learning process. Findings in SLA research indicate that input mode plays a crucial role when learning a second language (L2). Teachers and professors need to implement the most effective input mode (listening-only, reading-while-listening or reading-only) in their foreign language (FL) classroom for teaching and achieving visible learning gains in the students’ vocabulary knowledge. The main purpose of this study is to solve one conflict observed in several groups of 1st ESO students: the teaching of L2 English vocabulary following the traditional method and without contextualizing the new words. The innovation proposal consists of investigating the role of input modality when learning L2 English vocabulary in a FL classroom and proposing the activities implemented in class as possible models to be incorporated in the FL classroom to motivate students to learn English vocabulary. Three classes of approximately 20 Catalan/Spanish students who were finishing their first year of Obligatory Secondary Education were examined. A mixed version of The Updated Vocabulary Levels Test (Webb, Sasao, & Balance, 2017) and a satisfaction questionnaire were used to collect data about L2 English vocabulary learning. This paper illustrates which the most efficient input mode to learn L2 English vocabulary in the FL classroom is. All in all, this study can be applied to diverse educational institutions utilizing different input modes to teach vocabulary. ; L'adquisició d’una segona llengua és una realitat important en el procés d'aprenentatge de llengües dels estudiants. Els resultats de la investigació de l’adquisició d’una segona llengua indiquen que el tipus d'input juga un paper crucial en l'aprenentatge d'una segona llengua. Els mestres i els professors necessiten implementar el tipus d'input més eficaç (només escoltar, llegir mentre escolten o només llegir) a la seva aula de llengua estrangera per ensenyar i aconseguir guanys d'aprenentatge visibles en el coneixement del vocabulari dels estudiants. L'objectiu principal d'aquest estudi és resoldre un conflicte observat en diversos grups d’alumnes de 1r d’ESO: l’ensenyament de vocabulari en anglès com a segona llengua seguint un mètode tradicional i sense contextualitzar les noves paraules. La proposta d’innovació consisteix en investigar el paper de la modalitat d'input en l’aprenentatge de vocabulari en anglès com a segona llengua en una aula de llengua estrangera i proposar les activitats implementades a classe com possibles models a incorporar a l’aula de llengua estrangera per motivar els alumnes a aprendre vocabulari en anglès. S’han examinat tres classes d’aproximadament 20 estudiants catalans/espanyols que finalitzaven el primer any d'Educació Secundària Obligatòria. Una versió mixta de l’Updated Vocabulary Levels Test (Webb, Sasao, & Balance, 2017) i un qüestionari de satisfacció s’han utilitzat per recopilar dades sobre la millora del vocabulari en anglès com a segona llengua. Aquest document il·lustra quin és el tipus d'input més eficient per aprendre vocabulari en anglès com a segona llengua a l'aula de llengua estrangera. En definitiva, aquest estudi es pot aplicar a diverses institucions educatives que utilitzen diferents tipus d'input per ensenyar vocabulari. Keyword: Adquisició d'una segona llengua; Anglès; English; Foreign language classroom; Input modality; Second language acquisition; Vocabulary knowledge URL: http://hdl.handle.net/10459.1/72466 BASE Hide details 13 The Effects of Language Aptitude on L2 Development in Young Learners Rispa Salvadó, Jael. - 2021 BASE Show details 14 The role of input modality when acquiring L2 English vocabulary. An analysis of the most effective input mode in the FL classroom Gené Giron, Rosa. - 2021 BASE Show details 15 Learning a foreign language : understanding the fundamentals of linguistics Poole, Alex. - London : Rowman & Littlefield, 2020 BLLDB UB Frankfurt Linguistik Show details 16 The Routledge handbook of vocabulary studies Webb, Stuart (Herausgeber). - New York : Routledge, Taylor & Francis Group, 2020 BLLDB UB Frankfurt Linguistik Show details 17 Vocabulary in language teaching Schmitt, Diane; Schmitt, Norbert. - Cambridge, United Kingdom : Cambridge University Press, 2020 BLLDB UB Frankfurt Linguistik Show details 18 The Effect of Vocabulary Use Reminders on L2 English Writing Tasks ... Unkn Unknown. - : Temple University. Libraries, 2020 BASE Show details 19 Domain-General Auditory Processing Explains Multiple Dimensions of L2 Acquisition in Adulthood Carvajal Alayo John Robert; Tierney Adam; Sun Hui. - : Cambridge University Press, 2020 BASE Show details 20 Test Data from a Study on Latin Vocabulary Acquisition (Ovid) ... Beyer, Andrea. - : Zenodo, 2020 BASE Show details Page: 1 2 3 4 5...51

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