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Meaning negotiation through task-based synchronous computer-mediated-communication (SCMC) in EFL learning in China – A case study
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Xu, Mingfei. - : University of Cambridge, 2018. : Faculty of Education, 2018. : Murray Edwards, 2018
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102 |
Multimodal Corpora in Second Language Acquisition of English as a Lingua Franca
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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
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Zhang, Tiefu. - : The University of Sydney, 2018. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2018
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104 |
Les représentations des variétés régionales de l'allemand chez les assistants d'allemand au Québec
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105 |
Pronunciation of L2 English in Afrikaans speakers who have relocated to Aotearoa-New Zealand
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106 |
Grit and Second Language Acquisition: Can Passion and Perseverance Predict Performance in Japanese Language Learning?
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In: Masters Theses (2018)
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107 |
An Interview with APPLE Lecture Speaker Professor Roy Lyster
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In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 56-58 (2018) (2018)
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108 |
A Brief Overview of Psycholinguistic Approaches to Second Language Acquisition
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In: Applied Linguistics Research Journal, Vol 2, Iss 2, Pp 1-7 (2018) (2018)
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109 |
Humor and Play in Language Classroom Interaction: A Review of the Literature
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018)
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110 |
An Investigation of the Predictors of Statistical Literacy in Second Language Acquisition
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In: Eurasian Journal of Applied Linguistics, Vol 4, Iss 1, Pp 49-70 (2018) (2018)
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111 |
Bridging the gap: a study of academic language-learning needs of Saudi international students
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112 |
Decoding STEM: The Impact of Science, Technology, Engineering, and Mathematics (STEM) Outreach Programming on English Language Learners
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113 |
Time and Space in English and French discourse: implications for L2 acquisition Annie-Claude Demagny
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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)
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114 |
The Impact of a Computer-Mediated Shadowing Activity on ESL Speaking Skill Development: A Pilot Study
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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)
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Abstract:
This pilot study explored the instructional value and potential of a computer-mediated shadowing activity for improving English as a Second Language (ESL) learners’ speech intelligibility. Prospective International Teaching Assistants (ITAs), who were enrolled in an ESL classroom communication class at a large public, completed a computer-mediated shadowing activity using two web resources, Go Animate and TED talks. Then, these adult ESL participants were surveyed on their perceptions of the efficacy of this shadowing activity for improving their pronunciation, intonation, rhythm, and fluency. In addition, participants’ speech samples recorded during the shadowing activity were independently rated by certified ESL speaking exam raters. The evaluation results, including holistic proficiency scores and rater comments, were analyzed in terms of pronunciation, prosodic control, and overall intelligibility of the speech samples. Although the study is inconclusive, findings from this case study suggest that the computer-mediated shadowing activity may well be an effective means to raise ESL learners’ awareness of the problems in their prosodic control and help improve their speech intelligibility.
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Keyword:
CALL; ESL speaking development; SLA
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URL: http://www.escholarship.org/uc/item/56q742fr
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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
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In: Thinking Doing Learning 3 ; https://hal.archives-ouvertes.fr/hal-01515384 ; Thinking Doing Learning 3, Apr 2017, Munich, Germany (2017)
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116 |
Peer to Peer Conversations in an ESL Classroom: a Longitudinal Analysis
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In: ICOP-L2 ; https://halshs.archives-ouvertes.fr/halshs-01423181 ; ICOP-L2, Jan 2017, Neuchâtel, Switzerland (2017)
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117 |
Motivation As A Promoting Determinant In Second And Foreign Language Classroom: A Review ...
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118 |
Dealing with Students’ Errors: Oral Corrective Feedback in the Italian EFL Classroom ...
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119 |
Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502 (2017)
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Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445 (2017)
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