Language Learning

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Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective
Language Learning - Tập 52 Số 3 - Trang 513-536 - 2002
David D. Qian
The 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
Orthographic and Cognitive Factors in the Concurrent Development of Basic ReadingSkills in English and Persian
Language Learning - Tập 49 Số 2 - Trang 183-217 - 1999
Mitra Gholamain, Esther Geva
According to the “script dependent” hypothesis, accurate word recognition skills develop more slowly in languages with an irregular orthography, such as English, than in regular orthographies, such as Persian. According to the “central processing” hypothesis, basic reading skills in all languages are influenced primarily by underlying cognitive factors. These hypotheses were examined by st...... hiện toàn bộ
Size and Depth of Vocabulary Knowledge: What the Research Shows
Language Learning - Tập 64 Số 4 - Trang 913-951 - 2014
Norbert Schmitt
When 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
Long‐Term Crosslinguistic Transfer of Skills From L1 to L2
Language Learning - Tập 59 Số 1 - Trang 203-243 - 2009
Richard L. Sparks, Jon Patton, Leonore Ganschow, Nancy Humbach
This study investigated the relationship of first language (L1) skills in elementary school and second language (L2) learning in high school. Students classified as high‐, average‐, and low‐proficiency L2 learners were compared on L1 achievement measures of reading, spelling, vocabulary, phonological awareness, and listening comprehension administered in the first, second, third, and fifth...... hiện toàn bộ
Hi‐LAB: A New Measure of Aptitude for High‐Level Language Proficiency
Language Learning - Tập 63 Số 3 - Trang 530-566 - 2013
Jared A. Linck, Meredith M. Hughes, Susan G. Campbell, Noah H. Silbert, Medha Tare, Scott Jackson, Benjamin K. Smith, Michael F. Bunting, Catherine J. Doughty
Few adult second language (L2) learners successfully attain high‐level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, conducted in the United States, was designed t...... hiện toàn bộ
First and Second Language Speech Perception: Graded Learning
Language Learning - Tập 62 Số s2 - Trang 131-147 - 2012
Núria Sebastián‐Gallés, Begoña Díaz
In the process of language learning, individuals must acquire different types of linguistic knowledge, such as the sounds of the language (phonemes), how these may be combined to form words (phonotactics), and morphological rules. Early and late bilinguals tend to perform like natives on second language phonological tasks that involve pre‐lexical processes (e.g., categorization or identifi...... hiện toàn bộ
The Structural Connectivity Underpinning Language Aptitude, Working Memory, and IQ in the Perisylvian Language Network
Language Learning - Tập 62 Số s2 - Trang 110-130 - 2012
Huadong Xiang, Dan Dediu, Leah Roberts, Erik van Oort, David G. Norris, Peter Hagoort
In this article, we report the results of a study on the relationship between individual differences in language learning aptitude and the structural connectivity of language pathways in the adult brain, the first of its kind. We measured four components of language aptitude (vocabulary learning; sound recognition; sound‐sy...... hiện toàn bộ
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross‐Sectional and Longitudinal Study
Language Learning - Tập 68 Số 3 - Trang 709-743 - 2018
Kazuya Saito, Jean‐Marc Dewaele, Mariko Abe, Yo In’nami
AbstractThis 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...... hiện toàn bộ
AN ANALYSIS OF DISCOMFORT, RISKTAKING, SOCIABILITY, AND MOTIVATION IN THE L2 CLASSROOM
Language Learning - Tập 36 Số 1 - Trang 1-25 - 1986
Christopher M. Ely
This 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
The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication
Language Learning - Tập 54 Số 1 - Trang 119-152 - 2004
Tomoko Yashima, Lori Zenuk‐Nishide, Kazuaki Shimizu
This 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
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