Results 291 to 300 of about 3,151,048 (350)
TESOL Quarterly, EarlyView.Abstract This study examined if gaze‐contingent textual enhancement could be used as an interactive focus‐on‐form device to promote learning of second language (L2) collocations from computer‐mediated reading tasks. Seventy‐five Chinese ESL users read three English texts that contained twelve target collocations, presented under one of three conditions:
Jookyoung Jung +5 more
wiley +1 more source
Operationalization of Sign Language Phonological Similarity and its Effects on Lexical Access. [PDF]
J Deaf Stud Deaf Educ, 2017 Williams JT, Stone A, Newman SD.
europepmc +1 more source
TESOL Quarterly, EarlyView.Abstract This classroom‐based exploratory study examined the relationships between affective, social, and cognitive aspects of second language (L2) learners' task‐based performance. In responding to practical challenges when TBLT is implemented in the real‐world context, we collected observational data from multiple sources.
Masatoshi Sato +3 more
wiley +1 more source
From Task Motivation to L2 Learning: Understanding Links through Learners' Task Engagement
TESOL Quarterly, EarlyView.Abstract This study investigated whether learners' task motivation predicts their task engagement, and whether their task engagement is associated with subsequent L2 learning. Task motivation was operationalized through situated expectancy‐value theory (SEVT; Eccles & Wigfield, 2020), a model of the proximal (i.e., task‐specific) social‐cognitive ...
Phil Hiver, Phung Dao
wiley +1 more source
Lexical access in semantic variant PPA: Evidence for a post-semantic contribution to naming deficits. [PDF]
Neuropsychologia, 2017 Wilson SM +4 more
europepmc +1 more source
The Entangled Object of Language Ideology: Socio‐Material Stories of Becoming Content Teachers
TESOL Quarterly, EarlyView.Abstract As countries around the world experience a surge of individuals who come from culturally and linguistically diverse (CLD) backgrounds, teacher education programs are reimagining ways to train content teachers with the necessary linguistic awareness, pedagogical tools, and skills to support CLD students while also incorporating teachers ...
Curtis A. Green‐Eneix
wiley +1 more source
Use of a phoneme monitoring task to examine lexical access in adults who do and do not stutter. [PDF]
J Fluency Disord, 2018 Howell TA, Bernstein Ratner N.
europepmc +1 more source
TESOL Quarterly, EarlyView.Abstract This article reports on the findings of a research study which has approached language learning motivation (LLM) following Ushioda's (2009) person‐in‐context relational view of L2 motivation, Consoli's life capital (2021, 2022), Dweck's mindset (2017) and Dörnyei's vision system (2009).
Bianca Manuela Sandu +2 more
wiley +1 more source
Exploring the Potential of Conversational AI for Assessing Second Language Oral Proficiency
TESOL Quarterly, EarlyView.Abstract Interactional Competence (IC) is an important subcomponent of oral proficiency, but many computer‐mediated oral English assessments fall short in assessing this construct mainly due to technological limitations. Spoken Dialogue Systems (SDSs) have shown promise in assessing L2 oral communication, yet further investigation is needed on their ...
Yasin Karatay, Jing Xu
wiley +1 more source
Modelling lexical access in speech production as a ballistic process. [PDF]
Lang Cogn Neurosci, 2016 Mahon BZ, Navarrete E.
europepmc +1 more source