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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 Hits 1 – 20 of 59 1 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers Budde, Christina Marie. - 2020 BASE Show details 2 "We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching Durham, Carmen. - 2020 BASE Show details 3 Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports Stump , Megan. - 2020 BASE Show details 4 THE EFFECTS OF TRAINING FOR AUTOMATICITY ON MULTIWORD RECOGNITION JEONG, HYOJIN. - 2020 BASE Show details 5 SELECTIVITY IN LEXICAL ACCESS AMONG BILINGUALS OF ORTHOGRAPHICALLY DISTINCT SCRIPTS AND THE ROLE OF EXECUTIVE FUNCTIONS Al Thowaini, Buthainah M. - 2020 Abstract: A fundamental inquiry within bilingual processing research addresses the underlying mechanisms of lexical access. Research involving bilinguals of orthographically similar scripts has revealed that cross-language activation is non-selective, which supposedly causes the bilingual brain to regularly manage the activation of two languages. Such continuous management of two languages has led some researchers to argue that the bilingual experience contributes to enhanced executive control. The research on selectivity in lexical access, nevertheless, has overwhelmingly involved bilingual speakers of orthographically similar scripts, with a scarcity of studies involving bilingual speakers of orthographically distinct scripts. Additionally, while active management of both languages is expected for bilinguals, little is known about whether language selectivity is related to individual variation in executive control. Instead, research investigating executive functions (EFs) in relation to bilingual processes has primarily been conducted within the context of switch costs, which has been associated with methodological issues. In light of the issues outlined above, the current study investigated selectivity in lexical access among bilinguals of orthographically distinct scripts and the relationship between the degree of selectivity and EFs (i.e., top-down goal maintenance, interference resolution, and working memory capacity). In addition to adopting an individual differences approach to lexical access, the study manipulated the degree of language task demands (comprehension and production). The study employed alternative non-switch tasks to investigate the relationships between EFs and cross-language activation. One hundred and thirty-eight Arabic-English bilinguals, 25 English native speakers, and 24 Arabic native speakers participated in a phoneme monitoring task and a masked primed lexical decision task involving monolingual materials. Bilingual participants also completed non-verbal visuo-spatial and visual single n-back tasks, as well as an AX-CPT task. The analyses revealed non-selective lexical access in language production but were inconclusive for language comprehension, where participants varied in the degree of selectivity. In addition, the results, although preliminary, demonstrated that top-down goal maintenance partially accounted for some of the variances in the degree of selectivity in language comprehension and production. The results suggest that selectivity is influenced by task-dependent variables as well as individual differences in executive functions. Keyword: Arabic; Bilingualism; English; English as a second language; Executive functions; Language processing; Lexical access; Psychology URL: https://doi.org/10.13016/o9fj-voei http://hdl.handle.net/1903/26659 BASE Hide details 6 EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS Hillman, Kyoko Kobayashi. - 2020 BASE Show details 7 COMPREHENSION OF CONVERSTATIONAL IMPLICATURE: EXAMINING EVIDENCE OF ITS SEPARABILITY AS A LISTENING SUBSKILL O'Connell, Stephen Patrick. - 2019 BASE Show details 8 EFFECTS OF WORD AND STUDENT FACTORS ON INSTRUCTIONAL REINFORCEMENT IN A VOCABULARY PROGRAM IMPLEMENTED WITH SECOND GRADE BILINGUALS Artzi, Lauren. - 2018 BASE Show details 9 Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework Masters, Megan. - 2018 BASE Show details 10 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 11 SECOND LANGUAGE LEXICAL REPRESENTATION AND PROCESSING OF MANDARIN CHINESE TONES Pelzl, Eric. - 2018 BASE Show details 12 Lexical competition in native and nonnative auditory word recognition Lancaster, Alia. - 2018 BASE Show details 13 IPADS IN THE SECOND LANGAUGE CLASSROOM: AN EXAMINATION OF IPAD USE BY TEACHERS THROUGH TPACK AND TEACHER PERCEPTION LENSES. Sharp, Steven Kary. - 2017 BASE Show details 14 ELEMENTARY TEACHERS’ KNOWLEDGE, PRACTICES, AND PERCEPTIONS OF TEACHING ENGLISH LEARNERS Adams, Wauchilue D.. - 2017 BASE Show details 15 KOREAN PRE-SERVICE TEACHERS’ BELIEFS ABOUT SECOND LANGUAGE PEDAGOGY IN THE CONTEXT OF GOVERNMENT MANDATED EDUCATIONAL REFORMS: A MIXED-METHODS STUDY Hwang, Suh Young. - 2017 BASE Show details 16 CROSS-LINGUISTIC TRANSFER OF SPELLING SKILLS IN SPANISH-SPEAKING ADULT ESL LEARNERS Bai, Yu. - 2016 BASE Show details 17 THE RELATIVE SIGNIFICANCE OF SYNTACTIC KNOWLEDGE AND VOCABULARY KNOWLEDGE IN SECOND LANGUAGE LISTENING COMPREHENSION Vafaee, Payman. - 2016 BASE Show details 18 EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY Benson, Susan Dianne. - 2016 BASE Show details 19 Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback Yao, Qin. - 2016 BASE Show details 20 Identifying the Supports and Challenges of High School Latino English Language Learners Hanks-Sloan, Alison Elizabeth. - 2016 BASE Show details Page: 1 2 3

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