Results 81 to 90 of about 1,383 (207)

How L2 Learners Negotiate Meaning in GenAI‐Supported Creative Writing

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This qualitative study explores how second language (L2) learners negotiate meaning and co‐construct knowledge with generative AI (GenAI) in a 12‐week multimodal creative writing project. Chinese middle school students (N = 75) created English picture books using a conversational GenAI agent supporting textual and text‐to‐image generation.
Zhihui Zhang, Scott Aubrey, Zihao Guo, Thomas K. F. Chiu   +3 more
wiley   +1 more source

A Study of Learner Profiles in Spanish as a Second Language in a Swedish Instructional Setting: Writing versus Speaking

Journal of Linguistics and Language Teaching, 2020
(English) The present study evaluates test results of oral and written production for a group of 15-16 year-old Swedish L2-learners of Spanish in an instructional setting. The test results are evaluated according to the Swedish grade descriptors for the
Berit Aronsson
doaj  

Head Gestures Do Not Serve as Precursors of Prosodic Focus Marking in the Second Language as They Do in the First Language

Language Learning, EarlyView.
Abstract Research shows that children use head gestures to mark discourse focus before developing the required prosodic cues in their first language (L1), and their gestures affect the prosodic parameters of their speech. We investigated whether head gestures also act as precursors and bootstrappers of prosodic focus marking in second language (L2 ...
Lieke van Maastricht, Núria Esteve‐Gibert   +1 more
wiley   +1 more source

Vulnerability in cross-cultural encounters: Strategies of hybridization, negotiation and reformulation in mediated spoken interactions in migration contexts

MediAzioni
Vulnerabilities and ‘gatekeeping’ asymmetries often emerge throughout interactions taking place in institutional settings. This is especially true in cross-cultural interactions occurring in migration contexts, which are often characterized by an ...
Silvia Sperti
doaj   +1 more source

Seeing the Speaker's Face Enhances Second Language Shadowing: Neural and Behavioral Evidence

Language Learning, EarlyView.
Abstract This functional magnetic resonance imaging (fMRI) study investigated how facial cues influence second language (L2) shadowing among 42 Japanese learners of English. Participants completed four conditions that varied by task type (listening vs. shadowing) and visual input (face vs. mosaic).
Hyeonjeong Jeong, Shuhei Kadota, Mayumi Kajiura, Hiroshi Nakanishi, Koji Kazai, Mariko Kawasaki, Yoko Nakano, Naoya Hase   +7 more
wiley   +1 more source

Examining CEFR-related professional learning interventions for language teachers: A qualitative meta-synthesis

Canadian Journal for New Scholars in Education, 2023
Current language teaching and learning reflects an increasingly situated approach, paralleling the tenets of the Common European Framework of Reference for languages (CEFR).
Cameron W. Smith, Amanda Battistuzzi
doaj  

Relating reading comprehension in the Spanish as a foreign language national exam to the CEFR: some aspects of evaluation

Linguistica, 2014
The aim of the article is to present the results of a project which tried to relate the reading comprehension test in the Spanish as a foreign language national matura exam to the Common European Framework of Reference for Languages (CEFR).
Marjana Šifrar Kalan, Andreja Trenc
doaj   +1 more source

Vocabulary Opens the Door; Creativity Guides the Search: Complementary Contributions to Second Language Semantic Fluency Across Domains

Language Learning, EarlyView.
Abstract Semantic fluency, the ability to retrieve words within a category, relies on lexical knowledge, semantic memory and executive control mechanisms. A richer, interconnected semantic memory and optimal executive control, as seen in creative individuals, enhance fluency through broad associative searches and quicker access to remote concepts ...
Almudena Fernández‐Fontecha
wiley   +1 more source

CEFR TIZIMIGA KIRISH

Ushbu maqola CEFR (Common European Framework of Reference for Languages) tizimi haqida hamda ushbu tizimdagi A1 dan C2 gacha bo‘lgan til darajalarining mazmuni, o‘quvchi nima qila olishi, kommunikativ kompetensiya talablari va baholash mezonlarini chuqur tahlil qiladi.
Xolmurotova Zilola, Mamayusupova Marjona, Xudoyqulova Farangiz   +2 more
openaire   +1 more source

Vocabulary and Processing Speed Explain Reading and Writing Disparities Between Linguistic Groups in Higher Education

Language Learning, EarlyView.
Abstract Selective admissions at universities in the United Kingdom aim to ensure a baseline language competence, yet, despite persistent achievement disparities across linguistic backgrounds, systematic comparisons of linguistic skills underpinning academic success remain rare.
Justyna Mackiewicz, Danijela Trenkic
wiley   +1 more source