Results 21 to 30 of about 117,552 (258)
Grammaticality Judgements in L1 and L2 Sentence Reading
, 2023 This study investigated the cross-language influence of a reader’s first language (L1 German) grammar knowledge on the syntactic processing of sentences in their second language (L2 English), using a grammaticality judgement task and comparing results to
Simon Tiffin-Richards
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DOES THIS MAKE SENSE? : THE EFFECT OF CONGRUENT GUISE IN REGIONAL ACCENT ON GRAMMATICAL ACCEPTABILITY JUDGMENTS [PDF]
, 2023 This study seeks to unite sociophonetic speech perception and syntax research by presenting participants with congruent or incongruent social expectations during a structural grammaticality judgement task.
Kayali, Nour
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گۆڤارا زانستێن مرۆڤایەتی یا زانكۆیا زاخۆ, 2020 In this study, the effect of Kurdish (Behdini variety) as an L1 on L2 learners' acquisition of English Wh-movement in interrogation will be investigated through comparatively taking into account the most current syntactically-based generative models of ...
Shivan Toma
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Repères, 2014 This paper provides a quantitative analysis of metalinguistic interventions uttered by French L1 students in the context of their grammatical work, in the classroom, on a complex linguistic object. The 385 interventions of the corpus were coded according
Marie-Claude Boivin
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The acquisition of dative alternation constraints by Persian speakers of English [PDF]
Teaching English Language, 2010 A yet unresolved debate among language acquisition researchers is the functioning of innate language principles in SLA. UG-compatible analyses of interlanguage representations are not sufficient for this purpose.
Mohammad Javad Rezai
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Gender Agreement in L3 Spanish Production among Speakers of Typologically Different Languages
Languages, 2023 Grammatical gender presents persistent difficulty for adult learners of Spanish in L2 acquisition; however, there is a literature gap in L3 acquisition of gender, specifically of typologically different languages.
Olga Tararova +3 more
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Strani Jezici, 2022 The linguistic knowledge of foreign language learners appears to be partly implicit and partly explicit. Learners rely on implicit knowledge when involved in spontaneous everyday communication, while explicit knowledge enables them to reflect on language
Vildana Dubravac
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Knowledge of Grammar, Oral Communication Strategies, and oral Fluency: A Study of Iranian EFL Learners [PDF]
Iranian Journal of Applied Language Studies, 2015 This study tested the impact of implicit and explicit knowledge of grammar on learners’ use of oral communication strategies (OCSs) and the interface of OCSs and oral fluency.
Farrokhlagha Heidari, Seyed Amir Alavi
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When focus goes wild: An empirical study of two syntactic positions for information focus
LingBaW, 2015 My goal in the present paper is to carry out an analysis of the syntactic and discourse properties of Information Focus (IF) in Southern Peninsular Spanish (SPS) and Standard Spanish (SS) varieties.
Ángel L. Jiménez-Fernández
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