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Simple Search
Hits 1 – 16 of 16
1
Textual enhancement of two L2 Arabic forms: a classroom-based study
Park, Eun Sung
;
Nassif, Lama
In:
Language awareness. - Abingdon : Routledge
23 (2014) 4, 334-352
OLC Linguistik
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2
Learner-generated noticing behavior by novice learners: tracing the effects of learners' L1 on their emerging L2
Park, Eun Sung
In:
Applied linguistics. - Oxford : Oxford Univ. Press
34 (2013) 1, 74-98
BLLDB
OLC Linguistik
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3
Learner-Generated Noticing Behavior By Novice Learners: Tracing the Effects of Learners' L1 on Their Emerging L2
Park, Eun Sung
. - : Oxford University Press, 2013
BASE
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4
Learner-generated noticing of written L2 input: what do learners notice and why?
Park, Eun Sung
In:
Language learning. - Hoboken, NJ : Wiley
61 (2011) 1, 146-186
BLLDB
OLC Linguistik
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5
Textual enhancement of input: issues and possibilities
Park, Eun Sung
;
Combs, Charles
;
Han, Zhaohong
In:
Applied linguistics. - Oxford : Oxford Univ. Press
29 (2008) 4, 597-618
BLLDB
OLC Linguistik
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6
Textual Enhancement of Input: Issues and Possibilities
Han, ZhaoHong
;
Park, Eun Sung
;
Combs, Charles
. - : Oxford University Press, 2008
BASE
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7
Textual Enhancement of Input: Issues and Possibilities
Han, ZhaoHong
;
Park, Eun Sung
;
Combs, Charles
. - : Oxford University Press, 2008
BASE
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8
Learner spontaneous attention in L2 input processing: an exploratory study
Park, Eun Sung
;
Han, Zhaohong
In:
Understanding second language process. - Clevedon [u.a.] : Multilingual Matters
(2007), 106-132
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9
Constraints of Implicit Focus on Form: Insights from a Study of Input Enhancement
Park, Eun Sung
. - 2004
Abstract:
Previous research on implicit focus on form (FonF) has shown that target forms are not always noticed by learners, suggesting that externally-created salience (by the teacher) does not necessarily guarantee learners’ internally-generated salience (Sharwood Smith, 1991, 1993). In an attempt to explore ways of promoting both types of salience, an input enhancement study was conducted in order to examine if, and how, externally-created salience may ideally converge with learners’ internally-generated salience. The results revealed that increasing the perceptual salience of target form(s) does not automatically lead to learners’ noticing of the form(s). In addition, the findings suggest that noticing is largely dependent on internal, cognitive factors such as learner readiness (vis-à-vis the target form), knowledge of the first language, and L2 language-learning experience. Based on the results and insights gathered from online protocol data, a number of constraining factors that need to be considered a priori in achieving a successful focus on form are identified and discussed. In particular, the current study underscores the importance of respecting learner-internal factors, such as their developmental readiness and their internal agenda for learning.
Keyword:
Education
;
English language--Study and teaching--Foreign speakers
;
Learning
;
Psychology of
;
Second language acquisition--Methodology
URL:
https://doi.org/10.7916/D837787G
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10
Constraints of Implicit Focus on Form: Insights from a Study of Input Enhancement ...
Park, Eun Sung
. - : Studies in Applied Linguistics and TESOL, 2004
BASE
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11
The Comparative Fallacy in UG Studies ...
Park, Eun Sung
. - : Studies in Applied Linguistics and TESOL, 2004
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12
Constraints of Implicit Focus on Form: Insights from a Study of Input Enhancement ...
Park, Eun Sung
. - : Columbia University, 2004
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13
On Three Potential Sources of Comprehensible Input for Second Language Acquisition ...
Park, Eun Sung
. - : Columbia University Libraries, 2002
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14
On Three Potential Sources of Comprehensible Input for Second Language Acquisition ...
Park, Eun Sung
. - : Columbia University Libraries, 2002
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15
On Three Potential Sources of Comprehensible Input for Second Language Acquisition ...
Park, Eun Sung
. - : Studies in Applied Linguistics and TESOL, 2002
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16
On Three Potential Sources of Comprehensible Input for Second Language Acquisition ...
Park, Eun Sung
. - : Studies in Applied Linguistics and TESOL, 2002
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