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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 5 6 7 8 9 10...27 Hits 101 – 120 of 527 101 Meaning negotiation through task-based synchronous computer-mediated-communication (SCMC) in EFL learning in China – A case study Xu, Mingfei. - : University of Cambridge, 2018. : Faculty of Education, 2018. : Murray Edwards, 2018 BASE Show details 102 Multimodal Corpora in Second Language Acquisition of English as a Lingua Franca Ortiz Amo, Jorge. - 2018 BASE Show details 103 The Effect of Focused Versus Unfocused Written Corrective Feedback on the Development of University-Level Learners’ Explicit and Implicit Knowledge in an EFL Context Zhang, Tiefu. - : The University of Sydney, 2018. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2018 BASE Show details 104 Les représentations des variétés régionales de l'allemand chez les assistants d'allemand au Québec Laurent, Eveline. - 2018 BASE Show details 105 Pronunciation of L2 English in Afrikaans speakers who have relocated to Aotearoa-New Zealand Howie, Grant. - : University of Otago, 2018 BASE Show details 106 Grit and Second Language Acquisition: Can Passion and Perseverance Predict Performance in Japanese Language Learning? Yamashita, Takuhiro In: Masters Theses (2018) Abstract: This paper examines the relationship between grit and learners’ performance in Japanese language learning. Grit is one’s personality trait which is defined as “perseverance and passion for long-term goal” (Duckworth et al., 2007). The purpose of this quantitative study is to determine whether there were relationships between learners’ grit scores and their performance in two different types of Japanese language classrooms:teacher-centered beginning and intermediate Japanese language courses and student-centered Japanese extensive reading courses. Regarding the study of extensive reading courses, students’ subjective evaluation were used to observe their performance instead of an objective achievement test. There were 78 students who agreed to participate in total. Of all participants, 34 students were taking introductory level Japanese, 27 students were taking the intermediate level, and 17 students were taking a Japanese extensive reading course. The results revealed that participants’ grit scores did not appear to be related to their performance in the introductory language course. Interestingly, in the intermediate course, perseverance subscores of grit measured by the 10-item grit scale were negatively correlated with the students’ performance, with no connection apparent between their grades and grit scores. The results might be attributed to some external factors: such as the process of language learning and students’ academic majors. On the other hand, in the student-centered Japanese extensive reading course, some tendencies of positive correlation were seen between participants’ grit scores and the changes of their subjective evaluation between the beginning and the end of the semester. These findings suggest the possibility that individuals’ grit scores are related to their performance in different ways between teacher-centered and student-centered Japanese language learning. Keyword: Grit; Japanese; Non-cognitive skills; SLA URL: https://scholarworks.umass.edu/masters_theses_2/679 https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1701&context=masters_theses_2 BASE Hide details 107 An Interview with APPLE Lecture Speaker Professor Roy Lyster Kaylee Fernandez; Michelle L. Stabler-Havener; Carol Hoi Yee Lo In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 56-58 (2018) (2018) BASE Show details 108 A Brief Overview of Psycholinguistic Approaches to Second Language Acquisition Isabella Wilson In: Applied Linguistics Research Journal, Vol 2, Iss 2, Pp 1-7 (2018) (2018) BASE Show details 109 Humor and Play in Language Classroom Interaction: A Review of the Literature Elizabeth Reddington In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018) BASE Show details 110 An Investigation of the Predictors of Statistical Literacy in Second Language Acquisition Talip Gonulal In: Eurasian Journal of Applied Linguistics, Vol 4, Iss 1, Pp 49-70 (2018) (2018) BASE Show details 111 Bridging the gap: a study of academic language-learning needs of Saudi international students Alkutbi, Douaa. - 2018 BASE Show details 112 Decoding STEM: The Impact of Science, Technology, Engineering, and Mathematics (STEM) Outreach Programming on English Language Learners Florence, Stephanie Leanne. - 2018 BASE Show details 113 Time and Space in English and French discourse: implications for L2 acquisition Annie-Claude Demagny Demagny, Annie-Claude In: Bilingualism vs. monolingualism: a new perspective on limitations to L2 acquisition ; https://halshs.archives-ouvertes.fr/halshs-01552977 ; Bilingualism vs. monolingualism: a new perspective on limitations to L2 acquisition, University of Toulouse (UT2), Mirail Campus, Jun 2017, Toulouse, France ; http://blogs.univ-tlse2.fr/bimo2017/en/ (2017) BASE Show details 114 The Impact of a Computer-Mediated Shadowing Activity on ESL Speaking Skill Development: A Pilot Study Mishima, Masakazu; Cheng, Lixia In: Mishima, Masakazu; & Cheng, Lixia. (2017). The Impact of a Computer-Mediated Shadowing Activity on ESL Speaking Skill Development: A Pilot Study. L2 Journal, 9(1). doi:10.5070/L29132493. Retrieved from: http://www.escholarship.org/uc/item/56q742fr (2017) BASE Show details 115 What happens when usage-based teaching does not seem to apply. ; What happens when usage-based teaching does not seem to apply.: Teaching theoretical linguistics through action and interaction Josse, Hélène; Lemarchand-Chauvin, Marie-Claire; Beaupoil-Hourdel, Pauline... In: Thinking Doing Learning 3 ; https://hal.archives-ouvertes.fr/hal-01515384 ; Thinking Doing Learning 3, Apr 2017, Munich, Germany (2017) BASE Show details 116 Peer to Peer Conversations in an ESL Classroom: a Longitudinal Analysis Manoïlov, Pascale In: ICOP-L2 ; https://halshs.archives-ouvertes.fr/halshs-01423181 ; ICOP-L2, Jan 2017, Neuchâtel, Switzerland (2017) BASE Show details 117 Motivation As A Promoting Determinant In Second And Foreign Language Classroom: A Review ... Srabani Mallik. - : Zenodo, 2017 BASE Show details 118 Dealing with Students’ Errors: Oral Corrective Feedback in the Italian EFL Classroom ... Pedrazzini, Luciana. - : Università degli Studi di Milano, 2017 BASE Show details 119 Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study Wirza, Yanty In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502 (2017) BASE Show details 120 Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom Kim, Jung Sook In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445 (2017) BASE Show details Page: 1 2 3 4 5 6 7 8 9 10...27

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