Language Learning
SCOPUS (1948-1953,1955-1956,1958-2023)SSCI-ISI
1467-9922
0023-8333
Anh Quốc
Cơ quản chủ quản: Wiley-Blackwell Publishing Ltd , WILEY
Lĩnh vực:
EducationLinguistics and Language
Các bài báo tiêu biểu
Conceptualizing Motivation in Foreign‐Language Learning*This study investigates the components of motivation in foreign‐language learning (FLL)–which involves learning the target language in institutional/academic settings without regularly interacting with the target language community. It was assumed that the results obtained from second‐language acquisition (SLA) contexts–those in which t... ... hiện toàn bộ
Tập 40 Số 1 - Trang 45-78 - 1990
Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment PerspectiveThe present study was conducted in the context of Test of English as a Foreign Language (TOEFL) 2000 research to conceptually validate the roles of breadth and depth of vocabulary knowledge in reading comprehension in academic settings and to empirically evaluate a test measuring three elements of the depth dimension of vocabulary knowledge, namely, synonymy, polysemy, and collocation. A v... ... hiện toàn bộ
Tập 52 Số 3 - Trang 513-536 - 2002
Biases in Self‐Ratings of Second Language Proficiency: The Role of Language AnxietyPrevious studies have shown a strong link between participants' apprehension about communicating and their perception of communicative competence in both native (L1) and second (L2) languages. This apprehension may intensify when participants communicate in the L2, especially if they believe their level of L2 competence to be very low. This study examines perceived competence in an L2 as a... ... hiện toàn bộ
Tập 47 Số 2 - Trang 265-287 - 1997
The Influence of Attitudes and Affect on Willingness to Communicate and Second Language CommunicationThis article investigates results and antecedents of willingness to communicate (WTC) in a second Language (L2) through 2 separate investigations conducted with Japanese adolescent learners of English. In the first investigation, involving 160 students, a model was created based on the hypothesis that WTC results in more frequent communication in the L2 and that the attitudinal construct <... ... hiện toàn bộ
Tập 54 Số 1 - Trang 119-152 - 2004
Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context
Tập 60 Số 4 - Trang 834-876 - 2010
Size and Depth of Vocabulary Knowledge: What the Research ShowsWhen discussing vocabulary, a distinction is often made between size of vocabulary (number of known words) and depth of knowledge (how well those words are known). However, the relationship between the two constructs is still unclear. Some scholars argue that there is little real difference between the two, while regression analyses show that depth typically adds unique explanatory power c... ... hiện toàn bộ
Tập 64 Số 4 - Trang 913-951 - 2014
L2 Reading Comprehension and Its Correlates: A Meta‐AnalysisThe present meta‐analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between passage‐level second language (L2) reading comprehension and 10 key reading component variables investigated in the research domain. Four high‐evidence correlates (with 18 or more accumulated effect sizes: L2 decoding, L2 vocabulary knowledge, L2 grammar... ... hiện toàn bộ
Tập 64 Số 1 - Trang 160-212 - 2014
AN ANALYSIS OF DISCOMFORT, RISKTAKING, SOCIABILITY, AND MOTIVATION IN THE L2 CLASSROOMThis study investigated a causal model of second language learning. Particular attention was given to three situation‐specific constructs: Language Class Discomfort, Language Class Risktaking, and Language Class Sociability. It was theorized that voluntary Classroom Participation mediates the effect of Language Class Discomfort, Language Class Risktaking, Language Class Sociability, and St... ... hiện toàn bộ
Tập 36 Số 1 - Trang 1-25 - 1986
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross‐Sectional and Longitudinal StudyAbstract This study presents a cross‐sectional and longitudinal analysis of how 108 high school students in English as a foreign language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion, and experience profiles. Students’ learning patterns were primarily associate...
Tập 68 Số 3 - Trang 709-743 - 2018
The Effects of Simplified and Elaborated Texts on Foreign Language Reading ComprehensionLinguistic simplification of written texts can increase their comprehensibility for nonnative speakers but reduce their utility for language learning in other ways, for example, through the removal of linguistic items that learners do not know but need to learn. This study was conducted to test the hypothesis that elaborative modification observed in oral foreigner talk discourse, where re... ... hiện toàn bộ
Tập 44 Số 2 - Trang 189-219 - 1994