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The Effects of Task Repetition on Child EFL Learners’ Oral Performance
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The Effects of Task Repetition on Child EFL Learners’ Oral Performance
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 30-47 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 30-47 ; 1920-1818 ; 1481-868X (2021)
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Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ...
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Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ...
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State of the Scholarship INTRODUCTION:Special Issue on Methodological Advances in L2 Writing Processes Research
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Exploring second language writers' pausing and revision behaviors:a mixed-methods study
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Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity
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Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments:a validation study
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Challenges in implicit learning research:validating a novel artificial language
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Abstract:
This chapter documents some of the methodological challenges in the use of artificial grammars in second language acquisition (SLA) research. In the three experiments reported here, which followed an artificial grammar learning paradigm, participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. After several modifications to the design of Experiments 1 and 2, Experiment 3 provided evidence that learners can acquire some knowledge of L2 case marking under incidental learning conditions. Taken together, these three experiments serve to illustrate the challenges that researchers can face when carrying out incidental learning research, in particular the often unreported difficulty in establishing an initial learning effect when piloting a novel, semi-artificial language system.
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URL: https://eprints.lancs.ac.uk/id/eprint/71974/ https://doi.org/10.1075/sibil.48.12rog
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The role of task- and listener-characteristics in second language listening
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Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference
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Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes
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Text characteristics of task input and difficulty in second language listening comprehension
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