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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 Hits 1 – 17 of 17 1 RCT assessing the effectiveness of Háblame Bebé (Larson et al., 2022) ... Larson, Anne L.; Baralt, Melissa; Hokenson, Joanna. - : ASHA journals, 2022 BASE Show details 2 RCT assessing the effectiveness of Háblame Bebé (Larson et al., 2022) ... Larson, Anne L.; Baralt, Melissa; Hokenson, Joanna. - : ASHA journals, 2022 BASE Show details 3 Infant-directed language following a brief behavioral parenting intervention: The importance of language quality Baralt, Melissa; Heflin, Brynna H.; Bagner, Daniel M.... In: Department of Psychology (2020) BASE Show details 4 Infant-Directed Language Following a Brief Behavioral Parenting Intervention: The Importance of Language Quality Heymann, Perrine; Heflin, Brynna H.; Baralt, Melissa... In: Infant Behav Dev (2020) BASE Show details 5 Task-based language teaching online: A guide for teachers Baralt, Melissa; Morcillo Gómez, José. - : University of Hawaii National Foreign Language Resource Center, 2017. : Michigan State University Center for Language Education and Research, 2017 BASE Show details 6 A Psycholinguistic Approach to Technology and Language Learning Leow, Ronald P. [Herausgeber]; Cerezo, Luis [Herausgeber]; Baralt, Melissa [Herausgeber]. - Berlin/Boston : De Gruyter, 2015 DNB Subject Category Language Show details 7 A Psycholinguistic Approach to Technology and Language Learning Leow, Ronald [Herausgeber]; Cerezo, Luis [Herausgeber]; Baralt, Melissa [Herausgeber]. - Berlin/Boston : De Gruyter, 2015 DNB Subject Category Language Show details 8 Technology and Second and Foreign Language Learning : A Psycholinguistic Approach Leow, Ronald [Herausgeber]; Cerezo, Luis [Herausgeber]; Baralt, Melissa [Herausgeber]. - Boston : Walter de Gruyter, 2015 DNB Subject Category Language Show details 9 Technology and Second and Foreign Language Learning : A Psycholinguistic Approach Leow, Ronald [Herausgeber]; Cerezo, Luis [Herausgeber]; Baralt, Melissa [Herausgeber]. - Boston : Walter de Gruyter, 2015 DNB Subject Category Language Show details 10 Working memory capacity, cognitive complexity and L2 recasts in onine language teaching Baralt, Melissa In: Working memory in second language acquisition and processing (Bristol, 2015), p. 248-269 MPI für Psycholinguistik Show details 11 Task sequencing and instructed second language learning Baralt, Melissa (Hrsg.). - London [u.a.] : Bloomsbury, 2014 UB Frankfurt Linguistik Show details 12 Does the medium really matter in L2 development? The validity of CALL research designs Cerezo, Luis; Leow, Ronald P.; Baralt, Melissa... In: Computer assisted language learning. - Colchester [u.a.] : Taylor & Francis 27 (2014) 4, 294-310 BLLDB OLC Linguistik Show details 13 Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects Lambert, Craig; Robinson, Peter. - 2014 Abstract: This classroom-based study investigated the development of learners’ ability to summarize short stories in English in a way that requires them "to attribute intentions and mental states to others and reason from this to a conclusion about why others performed certain actions"(Robinson, 2010: 253). Two groups of 30 second-year Japanese English majors completed a similar reading and discussion course. In both of the sections, learners were acquainted with the task and goals, and provided with the same amount of reading, discussion and task performance opportunities. However, in one group, instruction followed the SSARC model of task sequencing (Robinson, 2010), whereas in the other group learners were left to their own devices in using the classroom activities to reach the task performance goal in their own ways. Written pre-test and post-test scores were compared between and within groups to determine whether and to what extent learning outcomes varied. Although findings showed that the SSARC group demonstrated a consistently higher rate of gain over the course of instruction, and felt the course to be better suited to their level of ability, there were no statistically significant differences between the two groups on measures of the syntactic complexity, intentional reasoning or grammatical accuracy of story summaries following the respective courses of instruction. URL: http://hdl.handle.net/20.500.11937/79355 BASE Hide details 14 EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES Gurzynski-Weiss, Laura; Baralt, Melissa In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 36 (2013) 1, 1-37 OLC Linguistik Show details 15 THE IMPACT OF COGNITIVE COMPLEXITY ON FEEDBACK EFFICACY DURING ONLINE VERSUS FACE-TO-FACE INTERACTIVE TASKS Baralt, Melissa In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 35 (2013) 4, 689-725 OLC Linguistik Show details 16 The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks Baralt, Melissa In: Studies in Second Language Acquisition 35 (2013) 4, 689-725 IDS Bibliografie zur Gesprächsforschung 17 Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments Baralt, Melissa Lorrain. - : Georgetown University, 2010 BASE Show details

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