Results 71 to 80 of about 3,755,496 (254)

James Platt Junior's Contributions to Old English Grammar1

Transactions of the Philological Society, EarlyView.
Abstract In 1883, Henry Sweet took issue with James Platt junior, a 21‐year‐old language enthusiast. At the time, Platt was England's brightest young prospect in Old English linguistic studies. Sweet recognised Platt's talent, but he became convinced that he was also a plagiarist and tried to have him expelled from the Philological Society.
Stephen Laker
wiley   +1 more source

English-French bilingual children’s phonological awareness and vocabulary skills

Canadian Journal of Applied Linguistics, 2007
This study examined the relationship between English-speaking children’s vocabulary skills in English and in French and their phonological awareness skills in both languages.
PiYu Chiang, Susan Rvachew
doaj  

Attention to text in video predicts young children's orthographic knowledge

British Journal of Educational Psychology, EarlyView.
Abstract Background and Aims This study examined preschool‐aged children's attention to text in video, and whether it may be related to their developing orthographic knowledge. Sample 1 Study 1 showed 66 children videos that included text. Method Children's attention to the video was measured using eye‐tracking, and their recognition of orthographic ...
Tanya Kaefer, Susan B. Neuman
wiley   +1 more source

Synchronization and phonological skills: precise auditory timing hypothesis (PATH)

Frontiers in Human Neuroscience, 2014
Phonological skills are enhanced by music training, but the mechanisms enabling this cross-domain enhancement remain unknown. To explain this cross-domain transfer, we propose a precise auditory timing hypothesis (PATH) whereby entrainment practice is ...
Adam eTierney, Nina eKraus
doaj   +1 more source

Unpacking the multilingualism continuum: An investigation of language variety co-activation in simultaneous interpreters.

PLoS ONE, 2023
This study examines the phonological co-activation of a task-irrelevant language variety in mono- and bivarietal speakers of German with and without simultaneous interpreting (SI) experience during German comprehension and production.
Laura Keller, Malte C Viebahn, Alexis Hervais-Adelman, Kilian G Seeber   +3 more
doaj   +1 more source

Impact of the home literacy environment on the L1 reading frequencies of Thai university students: Implications for the learning of an L2 [PDF]

, 2007
In the Information Age, reading is a critical skill for accessing information and updating skills. However, reluctant readership in L1 may prevent many societies from fully participating in the global community. This reluctance to read may also slow the
Ferriman, Nicholas
core  

Lexical inference training for homonyms: Two randomized controlled trials for children with English as a first and an additional language

British Journal of Educational Psychology, EarlyView.
Abstract Background Many words have multiple meanings, which present challenges to learning, yet research has yet to identify effective interventions for homonyms. Lexical inference may be a promising strategy. Aim To evaluate a brief, novel lexical inference intervention for homonyms. Samples Children aged 7–8 years (Study 1: N = 180, Study 2: N = 76).
Sophie A. Booton, Julia M. H. Birchenough, Katie Gilligan‐Lee, Fiona Jelley, Victoria A. Murphy   +4 more
wiley   +1 more source

Enjoyment and perceived teacher conflict shape early L2 English performance: A longitudinal study in primary school

British Journal of Educational Psychology, EarlyView.
Abstract Background Learning English as a second language (L2) is crucial in a globalized world. However, longitudinal evidence on how young learners' achievement emotions and perceived teacher–child relationship quality jointly shape L2 outcomes remains limited.
Fabiola Silletti, Gabrielle Coppola, Cristina Semeraro, Rosalinda Cassibba, Paola Palladino, Matteo Gatti, Pasquale Musso   +6 more
wiley   +1 more source

Bridging the Gap Between L1 and L2: Enhanced Emotional Vocabulary Through Elaborative Processing in Spanish‐Speaking English Language Learners

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Foreign languages are often learnt in formal and disembodied environments which may limit the emotional resonance of their vocabulary and their pragmatic usage in real‐life communication. In a context of English as a foreign language (EFL), this study examines whether elaborative processing as a teaching strategy leads to changes in the ...
María Jesús Sánchez, Elisa Pérez‐García, María Belén López Arroyo, Beatriz Bermúdez‐Margaretto   +3 more
wiley   +1 more source

L3 Regressive Transfer: A Study of Null Objects in the Basque and Spanish Grammars of Advanced L3 English Speakers

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Regressive transfer has been a subject that has not been extensively researched in the field of third language acquisition. This study aims to examine the extent to which a highly advanced knowledge of a third language (L3) affects the first language (L1) and the second language (L2) of early bilinguals in light of the Differential Stability ...
Maddi Alkain Arizmendi, María del Pilar García Mayo, Leona Polyanskaya   +2 more
wiley   +1 more source