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Mental simulation of object orientation and size: A conceptual replication with second language learners
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In: Journal of the European Second Language Association; Vol 2, No 1 (2018); 38-48 ; 2399-9101 (2018)
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The role of force dynamics and intentionality in the reconstruction of L2 verb meanings: A Danish-Spanish bidirectional study
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Different starting points for early foreign language learning: A comparative study with Danish and Spanish young learners of English
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The role of individual differences in younger vs. older primary school Danish learners of English
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In: ISSN: 0019-042X ; EISSN: 1613-4141 ; International Review of Applied Linguistics in Language Teaching ; https://hal-univ-paris8.archives-ouvertes.fr/hal-02884973 ; International Review of Applied Linguistics in Language Teaching, De Gruyter, In press (2016)
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The earlier, the better? Differences in socio-cognitive and affective factors between early and late Danish learners of EFL in a large-scale study
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In: Psychology of Language Learning 2 ; https://hal.archives-ouvertes.fr/hal-02011434 ; Psychology of Language Learning 2, Aug 2016, Jyväskylä, Finland (2016)
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The role of force dynamics and intentionality in the reconstruction of L2 verb meanings:A Danish-Spanish bidirectional study
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Abstract:
This paper examines the role of force dynamics and intentionality in the description of placement events by two groups of native speakers of typologically and genetically different languages, Danish and Spanish, and by two groups of intermediate adult learners, Danish learners of L2 Spanish and Spanish learners of L2 Danish. The results of the study showed that (a) force dynamics and intentionality are important semantic components in both languages, but their distribution and relative focus differed crosslinguistically, and (b) the two learner groups had difficulties in reconstructing the meanings of the L2 verbs involving these two semantic components. Learning difficulties were observed when moving from a less to a more complex L2 system, when moving in the opposite direction, i.e., from a more to a less complex L2 system and when moving to an L2 system that is as complex as the learners native one.
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URL: https://doi.org/10.1075/rcl.14.1.06iba https://ueaeprints.uea.ac.uk/id/eprint/57641/ https://ueaeprints.uea.ac.uk/id/eprint/57641/1/RCL_final_reviewed.pdf
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