1 |
Does input modality matter when learning vocabulary in English as a foreign language?
|
|
|
|
BASE
|
|
Show details
|
|
2 |
The role of input modality when acquiring L2 English vocabulary. An analysis of the most effective input mode in the FL classroom
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Young learners' processing of multimodal input and its impact on reading comprehension: An eye-tracking study
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Reading in English as a Foreign language: Examining differences in reading speed, comprehension, efficacy and L1 cross-linguistic influence across grades
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Examining the role of learning context and individual differences on gains in L2 writing performance: the case of teenagers on an intensive study abroad program
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English
|
|
|
|
BASE
|
|
Show details
|
|
8 |
The effectiveness of classroom instruction 'at home' vs study abroad for learners of English as a foreign language attending primary, secondary school and university
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Learning English during the summer: A comparison of two domestic programs for pre-adoslescents
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Examining L2 development in two short-term programs: abroad and 'at home'
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Vocabulary learning at primary school: comparing EFL and CLIL
|
|
|
|
BASE
|
|
Show details
|
|
12 |
An exploratory study of the role of age and language learning aptitude in a short stay abroad
|
|
|
|
BASE
|
|
Show details
|
|
15 |
The effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe.
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Analyzing the effect of context of second language learning: domestic intensive and semi-intensive courses vs. study abroad in europe
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Length of stay and study abroad: Language gains in two versus three months abroad
|
|
|
|
Abstract:
This study examines the effect of 'length of stay' on the written and oral development of two groups of Spanish-speaking students learning English in the UK through the Erasmus Program. Written and oral data were collected from 46 participants by means of a composition and an oral narrative after stays of two months (25 students) or three months abroad (21 students) in the target language country. The learners' written and oral samples were analyzed in terms of fluency, accuracy, lexical richness and complexity. The results of the statistical analyses suggest that there are no significant differences in the gains made by the two groups of learners; therefore, an additional month abroad may not be long enough to produce significant differences in learners' second language development in terms of the measures of written and oral production considered in this study.
|
|
Keyword:
Adquisició d'una segona llengua; Estudis a l'estranger; Foreign study; Immersió lingüística; Immersion method (Language teaching); Second language acquisition
|
|
URL: http://hdl.handle.net/2445/103565
|
|
BASE
|
|
Hide details
|
|
18 |
Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance
|
|
|
|
BASE
|
|
Show details
|
|
|
|