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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 – 14 of 14 1 A longitudinal study of advanced learners' linguistic development before, during and after study abroad McManus, Kevin; Mitchell, Rosamond; Tracy-Ventura, Nicole. - 2020 BASE Show details 2 Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing. McManus, Kevin; Marsden, Emma Josephine. - 2019 Abstract: This study examined the extent to which explicit instruction about first language (L1) and second language (L2) processing routines improved the accuracy, speed, and automaticity of learners' responses during sentence interpretation practice. Fifty-three English-speaking learners of L2 French were assigned to one of the following treatments: (a) a core treatment consisting of L2 explicit information (EI) with L2 interpretation practice (L2-only group); (b) the same L2 core+L1 practice with L1 EI (L2+L1 group); or (c) the same L2 core+L1 practice but without L1 EI (L2+L1prac group). Findings indicated that increasing amounts of practice led to more accurate and faster performance only for learners who received L1 EI (L2+L1 group). Coefficient of variation analyses (Segalowitz & Segalowitz, 1993) indicated knowledge restructuring early on that appeared to lead to gradual automatization over time (Solovyeva & DeKeyser, 2017; Suzuki, 2017). Our findings that EI and practice about L1 processing routines benefited the accuracy, speed, and automaticity of L2 performance have major implications for theories of L2 learning, the role of L1 EI in L2 grammar learning, and L2 pedagogy. URL: https://eprints.whiterose.ac.uk/133219/ https://doi.org/10.1017/S0142716418000553 https://eprints.whiterose.ac.uk/133219/1/Accepted_version_accepted_10_July.pdf BASE Hide details 3 Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French. McManus, Kevin; Marsden, Emma Josephine. - 2019 BASE Show details 4 Online and offline effects of L1 practice in L2 grammar learning : a partial replication McManus, Kevin; Marsden, Emma Josephine. - 2018 BASE Show details 5 L1 explicit instruction can improve L2 online and offline performance McManus, Kevin; Marsden, Emma. - 2017 BASE Show details 6 The LANGSNAP longitudinal learner corpus: Design and use Tracy-Ventura, Nicole; Mitchell, Rosamond; Mcmanus, Kevin. - : John Benjamins, 2016 BASE Show details 7 L1/L2 Differences in the Acquisition of Form-Meaning Pairings: A Comparison of English and German Learners of French McManus, Kevin In: The Canadian Modern Language Review/La Revue canadienne des langues vivantes 71 (2015) 2, 155-181 IDS Bibliografie zur deutschen Grammatik Show details 8 Placement type and language learning during residence abroad Mitchell, Rosamond; McManus, Kevin; Tracy-Ventura, Nicole. - : European Second Language Association, 2015 BASE Show details 9 Subjunctive use and development in L2 French: a longitudinal study McManus, Kevin; Mitchell, Rosamond. - 2015 BASE Show details 10 Understanding insertion and integration in a study abroad context: the case of English-speaking sojourners in France McManus, Kevin; Mitchell, Rosamond; Tracy-Ventura, Nicole. - 2014 BASE Show details 11 “Repeat as much as you can”: Elicited imitation as a measure of oral proficiency in L2 Tracy-Ventura, Nicole; McManus, Kevin; Norris, John M.. - : Multilingual Matters, 2014 BASE Show details 12 Exploring the acquisition of the French subjunctive: local syntactic context or oral proficiency? McManus, Kevin; Tracy-Ventura, Nicole; Mitchell, Rosamond. - : Multilingual Matters, 2014 BASE Show details 13 “Repeat as much as you can”: elicited imitation as a measure of global proficiency in L2 French Tracy-Ventura, Nicole; McManus, Kevin; Norris, John M.. - : Multilingual Matters, 2013 BASE Show details 14 Prototypical influence in second language acquisition: what now for the Aspect Hypothesis? McManus, Kevin. - 2013 BASE Show details

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