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How does creativity affect second language speech production?:The moderating role of speaking task type
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The Multidimensionality of Second Language Oral Fluency:Interfacing Cognitive Fluency and Utterance Fluency
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The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 133–147 ; 2399-9101 (2021)
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The Relationship Between Utterance and Perceived Fluency:A Meta-Analysis of Correlational Studies
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Testing young foreign language learners’ reading comprehension:Exploring the effects of working memory, grade level, and reading task
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Introduction of Methods Showcase Articles in Language Learning
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Motivational factors in computer-administered integrated skills tasks:A study of young learners
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Linguistic dimensions of comprehensibility and perceived fluency:an investigation of complexity, accuracy, and fluency in second language argumentative speech
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Inclusion of Research Materials When Submitting an Article to Language Learning
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The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech
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Time Extension and the Second Language Reading Performance of Children with Different First Language Literacy Profiles
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The role of working memory in young second language learners’ written performances
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The role of low-level first language skills in second language reading, reading-while-listening and listening performance:a study of young dyslexic and non-dyslexic language learners
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Abstract:
Our study investigated the differences in low-level L1 skills, L2 reading and listening and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening and reading-while-listening performance. The findings show that, in Slovenian, which is a transparent language, dyslexic students are behind their non-dyslexic peers in word-level L1 skills after five years of literacy instruction. The results also call attention to the fact that students with weak L2 reading and listening skills might not always be at risk of, or diagnosed as having, dyslexia. Importantly, the findings suggest that the accuracy and speed of real and non-word reading in L1 might serve as useful indicators of L2 reading difficulties of young language learners. Furthermore, L1 dictation tests were also found to yield diagnostic information on young L2 learners’ listening and reading-while listening problems.
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URL: https://eprints.lancs.ac.uk/id/eprint/126695/1/AppLingArticle_PUREupload.pdf https://doi.org/10.1093/applin/amy028 https://eprints.lancs.ac.uk/id/eprint/126695/
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The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners
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The role of working memory in processing L2 input:insights from eye-tracking
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The Second Language Learning Processes of Students with Specific Learning Difficulties
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The effects of specific learning difficulties on processes of multilingual language development
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Relationship between attentional processing and working memory:an eye-tracking study
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Attentional processing of input in explicit and implicit learning conditions:an eye-tracking study
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