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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 Hits 1 – 20 of 76 1 To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association ... Uchihara, Takumi; Eguchi, Masaki; Clenton, Jon. - : SAGE Journals, 2021 BASE Show details 2 To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association ... Uchihara, Takumi; Eguchi, Masaki; Clenton, Jon. - : SAGE Journals, 2021 BASE Show details 3 Roles of collocation in L2 oral proficiency revisited: Different tasks, L1 vs. L2 raters, and cross-sectional vs. longitudinal analyses ... Saito, Kazuya; Yuwei Liu. - : SAGE Journals, 2021 BASE Show details 4 Roles of collocation in L2 oral proficiency revisited: Different tasks, L1 vs. L2 raters, and cross-sectional vs. longitudinal analyses ... Saito, Kazuya; Yuwei Liu. - : SAGE Journals, 2021 Abstract: There is emerging evidence that collocation use plays a primary role in determining various dimensions of L2 oral proficiency assessment and development. The current study presents the results of three experiments which examined the relationship between the degree of association in collocation use (operationalized as t scores and mutual information scores) and the intuitive judgements of L2 comprehensibility (i.e. ease of understanding). The topic was approached from the angles of different task conditions (Study 1), rater background (first language or L1 vs. second language or L2) (Study 2) and cross-sectional vs. longitudinal analyses (Study 3). The findings showed that: (1) collocation emerged as a medium-to-strong determinant of L2 comprehensibility in structured (picture description) compared to free (oral interview) oral production tasks; (2) with sufficient immersion experience, L2 raters can demonstrate as much sensitivity to collocation as L1 raters; and (3) conversational experience is associated ... Keyword: 200399 Language Studies not elsewhere classified; Education; FOS Languages and literature URL: https://dx.doi.org/10.25384/sage.c.5291517.v1 https://sage.figshare.com/collections/Roles_of_collocation_in_L2_oral_proficiency_revisited_Different_tasks_L1_vs_L2_raters_and_cross-sectional_vs_longitudinal_analyses/5291517/1 BASE Hide details 5 sj-docx-1-las-10.1177_00238309211013865 – Supplemental material for To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association ... Uchihara, Takumi; Eguchi, Masaki; Clenton, Jon. - : SAGE Journals, 2021 BASE Show details 6 sj-docx-1-las-10.1177_00238309211013865 – Supplemental material for To What Extent is Collocation Knowledge Associated with Oral Proficiency? A Corpus-Based Approach to Word Association ... Uchihara, Takumi; Eguchi, Masaki; Clenton, Jon. - : SAGE Journals, 2021 BASE Show details 7 Domain-general auditory processing determines success in second language pronunciation learning in adulthood: a longitudinal study Tierney, Adam; Sun, Hui; Saito, Kazuya. - : Cambridge Journals, 2020 BASE Show details 8 A longitudinal investigation of explicit and implicit auditory processing in L2 Segmental and Suprasegmental Acquisition Saito, Kazuya; Tierney, Adam; Sun, Hui. - : Cambridge Journals, 2020 BASE Show details 9 Domain-general auditory processing partially explains second language speech learning in classroom settings: a review and generalization study Saito, Kazuya; Train, M.; Suzukida, Yui. - : Wiley, 2020 BASE Show details 10 Domain-general auditory processing explains multiple dimensions of L2 acquisition in adulthood Saito, Kazuya; Sun, H.; Kachlicka, M.. - : Cambridge Journals, 2020 BASE Show details 11 Data for: Dunning-Kruger Effect in Second Language Speech Learning: How Does Self Perception Align with Other Perception Over Time? ... Saito, Kazuya. - : Mendeley, 2020 BASE Show details 12 Data for: Dunning-Kruger Effect in Second Language Speech Learning: How Does Self Perception Align with Other Perception Over Time? ... Saito, Kazuya. - : Mendeley, 2020 BASE Show details 13 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 14 Aptitude, experience and second language pronunciation proficiency development in classroom settings: a longitudinal study Saito, Kazuya; Suzukida, Y.; Sun, H.. - : Cambridge Journals, 2019 BASE Show details 15 Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters Appel, R.; Trofimovich, P.; Saito, Kazuya. - : John Benjamins, 2019 BASE Show details 16 To what extent does long-term foreign language education help improve spoken second language lexical proficiency? Saito, Kazuya. - : Wiley, 2019 BASE Show details 17 Individual differences in second language speech learning in classroom settings: roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation Saito, Kazuya. - : Sage Publications, 2019 BASE Show details 18 The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech Shintani, N.; Saito, Kazuya; Rie, K.. - : Taylor and Francis, 2019 BASE Show details 19 The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment Dewaele, Jean-Marc; Magdalena-Franco, A.; Saito, Kazuya. - : Wiley, 2019 BASE Show details 20 Successful second language learning is tied to robust domain-general auditory processing and stable neural representation of sound Kachlicka, M.; Saito, Kazuya; Tierney, Adam. - : Elsevier, 2019 BASE Show details Page: 1 2 3 4

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