Results 121 to 130 of about 5,020 (278)
Grammar Searches for Wh‐Questions in Beginning‐Level Child Second Language Learners
International Journal of Applied Linguistics, EarlyView.ABSTRACT It is important for learners to be able to ask wh‐questions in interaction. However, making wh‐questions can be difficult for beginning‐level EFL leaners, particularly for those learners whose L1 and L2 differ in the way wh‐questions are formed.
Haerim Hwang
wiley +1 more source
Can adults learn L2 grammar after prolonged exposure under incidental conditions? [PDF]
PLoS One, 2023 Kenanidis P +3 more
europepmc +1 more source
International Journal of Applied Linguistics, EarlyView.ABSTRACT This study investigates how the learner‐related factors of language dominance, encompassing language history, proficiency, use, and attitude, modulate congruency effects in multi‐word unit (MWU) processing among early bilinguals. Seventy Cantonese–Putonghua bilinguals completed lexical decision tasks measuring reaction time and accuracy for ...
Mingjia Cai, Yuan Liang
wiley +1 more source
Left dislocation in Zulu [PDF]
, 2004 This paper examines left dislocation constructions in Zulu, a Southern Bantu language belonging to the Nguni group (Zone S 40). In Zulu left dislocation configurations, a topic phrase in the beginning of the sentence is linked to a resumptive element ...
Zeller, Jochen
core
Learning Styles, Engagement and Anxiety in AI‐Mediated Writing: A Multimodal Feedback Study
International Journal of Applied Linguistics, EarlyView.ABSTRACT Artificial intelligence (AI) tools now permeate English academic writing. However, evidence on how feedback modalities align with student differences and with psychological mechanisms remains limited. Prior work often reduced learning styles to simple matches with delivery modes and treated learning engagement and writing anxiety as peripheral.
Yi Ren +3 more
wiley +1 more source
The Modal Adverbs mutlaka and kesinlikle in the Context of Directives and Deontic Modality in Turkish [PDF]
The study of deontic modality has largely concentrated on the semantics of linguistic forms with little systematic discussion of its connection to pragmatics.
S¸kriye Ruhi
core
Explicit vs. Implicit L2 grammar knowledge in written error correction [PDF]
, 2011 Error correction is undoubtedly an important part of the process of drafting and producing written texts. The aim of the paper is to analyse the learners’ ability to correct grammatical errors in relation to the type of knowledge they employ in this task.
Cinciała, Marcin, Scheffler, Pawel
core +1 more source
Synthesizing Empirical Research on Learner Metacognition in Second Language Writing
International Journal of Applied Linguistics, EarlyView.ABSTRACT Despite considerable research interest in learner metacognition in second language (L2) writing, there is not yet a review that synthesizes the existing empirical findings and discusses their implications. To fill the void, this systematic review synthesized 39 empirical studies on learner metacognition in L2 writing and examined their salient
Chen Li, Icy Lee, Zhicheng Mao
wiley +1 more source
Grammaticality Judgement in Chinese-English bilinguals: A gating experiment
, 1992 An on-line gating method was used to investigate Chinese-English bilinguals' performance in a grammaticality judgment task. Evidence of different transfer patterns (i.e., backward and forward transfer in early and late second language acquisition) was found in the data reported here. There were strong and systematic relations between performance on the
Liu, Hua, Bates, Elizabeth, Li, Ping
openaire +1 more source