Results 31 to 40 of about 2,091 (176)
L2 Chinese Grammatical Acquisition and Processing: A Substantive and Methodological Review
International Journal of Applied Linguistics, EarlyView.ABSTRACT This study presents a systematic review of 92 empirical studies on Chinese as a second language (CSL) in grammatical processing and development, synthesizing their substantive foci and methodological characteristics. The results reveal consistent scholarly attention to cross‐linguistic topics, with less focus on features that are distinctively
Shaohua Fang, Yi Xu, Jiani He, Jia Wang
wiley +1 more source
Cognitive Strategies Use in Reading Comprehension and its Contributions to Students’ Achievement
IAFOR Journal of Education, 2018 The study outlined in this article describes the use of cognitive strategies designed to aid the comprehension of Indonesian texts. It also examines the contributions of such strategies to students' comprehension scores. The participants were 97 students
Imam Suyitno
doaj +1 more source
Individual Differences and Task Complexity in Second Language Writing: A Methodological Review
International Journal of Applied Linguistics, EarlyView.ABSTRACT This article provides a methodological review of empirical studies on second language (L2) writing and task complexity that have investigated the role of learner individual differences (IDs) in L2 writing processes and outcomes. Thirty journal articles published between 2005 and 2025 were coded for key theoretical, methodological (including ID
Janire Zalbidea, Bernard I. Issa
wiley +1 more source
Behind the Scenes of an Evolving Event Cloze Test [PDF]
Proceedings of the 2nd Workshop on Linking Models of Lexical,
Sentential and Discourse-level Semantics, 2017 This paper analyzes the narrative event cloze test and its recent evolution. The test removes one event from a document’s chain of events, and systems predict the missing event. Originally proposed to evaluate learned knowledge of event scenarios (e.g., scripts and frames), most recent work now builds ngram-like language models (LM) to beat the test ...
openaire +1 more source
How Do They Feel? Processing Others’ Emotions in Second Language Discourse
Language Learning, EarlyView.Abstract Emotion that is implied rather than literally expressed requires the processing of literal and pragmatic information. Processing multiple information types is an easy, fast process in the first language (L1) but can be costlier in a second language (L2), especially when emotional content is involved.
Andrea González‐García Aldariz +2 more
wiley +1 more source
Psicologia: Reflexão e Crítica, 2012 Este estudo teve por objetivos investigar o ajuste de um Teste de Cloze ao modelo Rasch e avaliar a dificuldade na resposta ao item em razão do gênero das pessoas (DIF).
Katya Luciane Oliveira +3 more
doaj +1 more source
Language Learning, EarlyView.Abstract This study investigated which type of Mandarin Chinese relative clause (RC)—subject‐extracted relative clause (SRC) or object‐extracted relative clause (ORC)—imposes greater processing demands on second language (L2) learners’ production. Sixty‐two native (L1) Mandarin speakers and 72 L1 Korean learners of Mandarin participated in a picture ...
Deran Kong, Sun‐A Kim, Jeong‐Ah Shin
wiley +1 more source
Score Variation in Multiple-Choice Tests of Grammar: On the Effect of Gender and Stem Type [PDF]
Journal of Applied Linguistics, 2014 This paper examines the effect of gender and type of stem on Iranian test takers’ performance on the grammar section of a nation-wide language proficiency test. In so doing, the scores of 2931 examinees (1107 female and 1824 male) who sat Tarbiat Modares
Mohsen Shirazizadeh, Gholam Reza Kiany
doaj
Effects of Learning Context and Program Length on L2 Skill Development
The Modern Language Journal, EarlyView.ABSTRACT This study investigated the effects of learning context (study abroad versus at home) and program length (summer versus semester) on the development of four language skills among learners of Chinese as a second language (L2). A total of 725 L2 Chinese learners completed standardized proficiency tests before and after participating in their ...
Yuan Lu, Chuanren Ke
wiley +1 more source
Ta'dib, 2020 The aim of this study was to find out whether or not there was a significant difference on students’ reading comprehension achievement between the students who were taught by using Cloze Strategy and those who were taught by using the teacher’s method ...
Meidiana Eka Putri
doaj +3 more sources