Results 11 to 20 of about 210 (135)
The accentedness of English as an additional language (EAL): A nonnative speaker’s perspective [PDF]
Asian Journal of English Language Studies (AJELS), 2020 The perception of foreign speech is a complicated process from acoustic and visual cues as well as the attitudes we have towards linguistic variation. We also make judgments about the speech of others, such as accentedness.
Paul Lochland
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Bellaterra Journal of Teaching & Learning Language & Literature, 2017 Traditionally, language teaching has been grounded on a monolingual bias and the strict separation of languages has been conceived as a requirement to ensure foreign language learning success.
Laura Portolés, Otilia Martí
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‘The moustache’ returns: referential metonymy acquisition in adult learners of English as an additional language (EAL) [PDF]
Language and Cognition, 2021 abstractReferential metonymy, e.g. ‘the moustache(= man with a moustache) sits down first’, appears early in L1 acquisition (Falkum, Recasens & Clark, 2017). Yet how does it emerge in pragmatically mature but linguistically developing adult L2 learners?
JOSEPHINE BOWERMAN +2 more
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The pedagogical benefits of a lexical database (SciE-Lex) to assist the production of publishable biomedical texts by EAL writers [PDF]
Ibérica, 2017 Research has demonstrated that it is challenging for English as an Additional Language (EAL) writers to acquire phraseological competence in academic English and develop a good working knowledge of discipline-specific formulaic language.
Natalia Judith Laso +1 more
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English-as-an-Additional-Language Employees’ Perspectives on Writing in the Workplace
BC TEAL Journal, 2020 This article presents study results on workplace writing from English-as-an-additional-language (EAL) employees’ perspectives, and shares findings about how educational institutions in British Columbia can better prepare EAL students to write in the ...
Jim Hu, Lachlan Gonzales
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Frontiers in Education, 2022 Post-secondary education institutions with English as a medium of instruction have prioritized internationalization, and as a result, many universities have been experiencing rapid growth in numbers of international students who speak English as an ...
Bruce Russell +3 more
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BC TEAL Journal, 2021 Amidst the increased enrolment of international Chinese English as an additional language (EAL) students in North American universities, scholars have reported on their academic and social experiences in navigating English-medium studies (e.g., Liu, 2016;
Jing Mao
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International Journal for the Scholarship of Teaching and Learning, 2012 Research in the fields of second-language acquisition and education has supported the value of written reflection, but scant research has explored how other types of reflection may come into play when learners employ strategies and produce oral language.
Li-Shih Huang
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Volunteer Support of English as an Additional Language (EAL) for Doctoral Students [PDF]
International Journal of Doctoral Studies, 2009 Introduction English-as-an-additional-language (EAL) research students are a prized resource for universities desirous of doctoral output. Universities wanting more annual doctoral completions (see confirmation of these phenomena in Carter, 2006; Powell, 2006; Walsh, 2006) compete for local and international students, with "strong growth in the numbers
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