Results 111 to 120 of about 123,953 (303)
Production of tense marking in successive bilingual children: when do they converge with their monolingual peers? [PDF]
, 2010 Children with English as a second language (L2) with exposure of 18 months or less exhibit similar difficulties to children with Specific Language Impairment in tense marking, a marker of language impairment for English.
Chondrogianni, Vasiliki +1 more
core +1 more source
Journal of Language and Education, 2019 Second language (L2) phonological acquisition is constrained by a complex interplay of extra-linguistic factors, among which the age factor is frequently investigated.
Zhengwei Pei, Kerong Qin
doaj +1 more source
Journal of Sociolinguistics, EarlyView.ABSTRACT Sociolinguistic research has long documented the appropriation of African American Vernacular English (AAVE) across media including film, music and advertising. In this article, we add to this body of work by exploring the digital recontextualisation of a subset of AAVE features as ‘TikTok/internet language’.
Christian Ilbury, Rianna Walcott
wiley +1 more source
Scientific Reports, 2017 Dyslexia is characterized by difficulties in learning to read and there is some evidence that action video games (AVG), without any direct phonological or orthographic stimulation, improve reading efficiency in Italian children with dyslexia.
Sandro Franceschini +7 more
doaj +1 more source
Spontaneous Strategies Used During Novel Word Learning
Language Learning, EarlyView.Abstract This online study examined spontaneous strategies of English‐speaking adults during associative word learning, the relationship of these strategies with learning outcomes and within‐task evolution of strategy use. Participants were to learn to name 14 object–pseudoword pairs across five successive encoding/recall blocks, followed by delayed ...
Matti Laine +4 more
wiley +1 more source
Where is the length effect? A cross-linguistic study. [PDF]
, 1998 Many models of speech production assume that one cannot begin to articulate a word before all its segmental units are inserted into the articulatory plan. Moreover, some of these models assume that segments are serially inserted from left to right.
Bachoud-Lévi, A.C. +3 more
core
Language Learning, EarlyView.Abstract The study examined the mediation model of socioeconomic status (SES) and executive function (EF) on reading abilities in Chinese (as first language, L1) and English (as second language, L2) in 260 native Cantonese‐speaking students (146 boys) from Hong Kong local primary schools with the mean age at 111.3 months (range = 98–132 months).
Dan Lin +5 more
wiley +1 more source
Language Learning, EarlyView.Abstract This study examined second language vocabulary processing and learning in reading only (RO) versus reading while listening (RWL). 119 English learners read or read‐while‐listening to a story embedded with 25 pseudowords, 10 times each, and had their eye movements tracked.
Jonathan Malone +3 more
wiley +1 more source
Language Learning, EarlyView.Abstract A key debate in second language acquisition research revolves around the relative significance of explicit and implicit learning conditions in grammar learning. However, little is known about the potential of learners’ extramural (i.e., out‐of‐class) language use in fostering implicit and/or automatized knowledge as compared to explicit ...
Alexandra Schurz (she/her)
wiley +1 more source
Language Learning, EarlyView.Abstract The current study examined how children apply their phonological knowledge to recognize translation equivalents in a foreign language. Target words for recognition were either phonologically similar (cognate) or dissimilar (noncognate) to words they already knew in their first language.
Katie Von Holzen, Rochelle S. Newman
wiley +1 more source