Results 161 to 170 of about 851 (256)

Exploring Acoustic Overlap in Second Language Vowel Productions

open access: yesInternational Journal of Applied Linguistics, EarlyView.
ABSTRACT This study examines the alignment of vowel categories between second language (L2) learners and first language (L1) speakers of the target language, as well as potential overlaps between adjacent vowels in terms of formant frequencies and duration.
Georgios P. Georgiou, Elena Savva
wiley   +1 more source

Social and Social‐Psychological Factors Do Not Predict L2 Writing: The Case of Immigrants in the Netherlands

open access: yesInternational Journal of Applied Linguistics, EarlyView.
ABSTRACT It is well‐known that adults vary to an important extent with regard to L2 learning outcomes. One apparent reason is the degree of exposure to the target language. Furthermore, it has been suggested that adult learning is more affected by social and psychological variables than in younger learners.
Marco Bril   +2 more
wiley   +1 more source

Overreliance on Orthographic Similarity in L2‐Japanese Conceptual Processing by L1‐Chinese Learners

open access: yesInternational Journal of Applied Linguistics, EarlyView.
ABSTRACT Orthographic and phonological similarities between first (L1) and second (L2) languages can facilitate L2 processing. Particularly, L1‐Chinese learners of L2‐Japanese can benefit from the shared morphosyllabic Chinese characters (Japanese kanji/Chinese hanzi) because of their similar orthographies.
Xuehan Zhao, Kexin Xiong, Sachiko Kiyama
wiley   +1 more source

The Roles of Vocabulary Size, Word Part Knowledge, and Semantic Transparency in Vocabulary Learning Through the Word Part Technique

open access: yesInternational Journal of Applied Linguistics, EarlyView.
ABSTRACT This study investigated the influence of learner‐ and word‐related variables on L2 vocabulary learning through the word part technique (WPT), a morphological mnemonic designed to strengthen form–meaning associations through knowledge of affixes and stems.
Gaia Oikawa   +2 more
wiley   +1 more source

Learner‐Focused Strategy Instruction From the Teachers’ and the Learners’ Perspective

open access: yesInternational Journal of Applied Linguistics, EarlyView.
ABSTRACT Numerous large‐scale quantitative studies have been conducted to yield a macro‐level picture of the effectiveness of strategy instruction. However, little is understood about learners' actual processing of strategy instruction and interaction with the teachers delivering it.
Isobel Kai‐Hui Wang, Andrew D. Cohen
wiley   +1 more source

A Longitudinal Multimodal Imaging Study in Patients with Temporo-Insular Diffuse Low-Grade Tumors: How the Inferior Fronto-Occipital Fasciculus Provides Information on Cognitive Outcomes. [PDF]

open access: yesCurr Oncol
Tomasino B   +12 more
europepmc   +1 more source

Learning Styles, Engagement and Anxiety in AI‐Mediated Writing: A Multimodal Feedback Study

open access: yesInternational 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

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