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Motzo, Anna – Research-publishing.net, 2018
The learning difficulty known as dyslexia affects up to ten per cent of the adult population. In current teaching practice in Higher Education Institutions (HEIs), however, there is still little awareness of how dyslexia-friendly language course materials can be created. Language learning materials, although often delivered in novel digital…
Descriptors: Dyslexia, Italian, Second Language Learning, Second Language Instruction
Serafini, Ellen Johnson – ProQuest LLC, 2013
This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial individual differences (IDs) that can explain between-learner variation over time in order to expand our understanding of the…
Descriptors: Second Language Learning, Spanish, Language Aptitude, Language Processing
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Williams, Kent – Academic Leadership Journal in Student Research, 2013
This paper will provide a review of research--regarding explicit grammar instruction--that groups recent studies into three main categories and then sub-categorizes these studies under key terms in second language acquisition (SLA) research. The overall purpose of this paper is to argue that in light of these issues, recent studies have shown that…
Descriptors: English (Second Language), English Instruction, Grammar, Second Language Instruction
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Elliott, Don; Lawton, Rachele – Community College Journal of Research and Practice, 2009
Portal: Your Door to World Languages and Cultures was a series of public cultural events, in a variety of formats, created through a new partnership between the credit and continuing education (noncredit) foreign language programs at the Community College of Baltimore County (CCBC). Portal was designed to cultivate interest in foreign languages…
Descriptors: Second Language Programs, Second Languages, Continuing Education, Second Language Instruction
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Boers, Frank; Eyckmans, June; Stengers, Helene – Language Teaching Research, 2007
Instead of being completely arbitrary, the meaning of many idioms is "motivated" by their original, literal usage. In an FLT context, this offers the possibility of presenting idioms in ways that promote insightful learning rather than "blind" memorization. Associating an idiom with its etymology has been shown to enhance retention. This effect…
Descriptors: Language Patterns, Etymology, Mnemonics, Figurative Language
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Rott, Susanne; Williams, Jessica; Cameron, Richard – Language Teaching Research, 2002
Examined the effect on lexical acquisition and retention of first language (L1) multiple-choice glosses, second language (L2) text reconstruction with opportunities to recheck input, and combined treatments. Findings suggests that the multiple-choice gloss treatment resulted in significantly deeper productive and receptive word gains immediately…
Descriptors: Applied Linguistics, College Students, German, Higher Education
Duquette, Lise – 1993
A study investigated the relative effectiveness of French second language vocabulary learning when presented in two contexts: video, with attention to extralinguistic factors, or audio, with focus on linguistic factors alone. Four student groups (n=137 university students) were formed from existing classes: experimental with video treatment;…
Descriptors: Achievement Gains, Audiovisual Aids, College Students, French
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McCafferty, Steven G.; Roebuck, Regina F.; Wayland, Ratree P. – Language Awareness, 2001
Emphasizes the goal-directedness of activity in relation to the intentionality of those involved, both individually and collectively, and with regard to sociohistorical and sociocultural contexts. Adapts and applies previous research to investigate the retention of new second language vocabulary. The study was carried out in a third semester…
Descriptors: College Students, Educational Objectives, Higher Education, Retention (Psychology)
Kubota, Mikio – IRLT (Institute for Research in Language Teaching) Bulletin, 1997
An experiment in Japan investigated the kind of input that is effective in enabling college-level students of English as a Second Language to formulate grammar, specifically prepositional and phrasal verbs. A grammaticality judgment test and a translation test were given to 131 Japanese university students, who were divided into three treatment…
Descriptors: Classroom Research, Classroom Techniques, College Students, Comparative Analysis
Schuster, Don, Ed. – Journal of the Society for Accelerative Learning and Teaching, 1987
The basic focus on this journal, which publishes a wide variety of articles on suggestive and accelerative learning, is Suggestopedia theory, research, and application. Articles in the volume presented here include: "The Effects of Superlearning on Retention/Hypermnesia of Rare English Words in College Students" (Lynn D. Anderson);…
Descriptors: Acceleration (Education), Administrator Attitudes, Adult Education, Classroom Techniques
Fryer, T. Bruce; Medley, Frank W., Jr. – 1987
Selected papers from the 1986 Southern Conference on Language Teaching on instruction for language proficiency are presented: "The Foreign Language Teacher: Confronting an Ever-Changing Profession" (Robert Di Donato); "Restructuring a Traditional Foreign Language Program for Oral Proficiency" (Filisha Camara-Norman, James…
Descriptors: Brain Hemisphere Functions, Classroom Techniques, Curriculum Design, Curriculum Development
Zeiss, Paul Anthony – 1983
The effects of selected superlearning techniques on the retention of technical vocabulary by Saudi Arabian students learning English as a second language were examined. The sample consisted of 14 Saudi Arabian nationals aged 18 to 21 years enrolled in college level technical vocabulary classes. The study involved three weeks of treatment followed…
Descriptors: English for Special Purposes, English (Second Language), Higher Education, Learning Modalities
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Rott, Susanne – Studies in Second Language Acquisition, 1999
Examined whether intermediate learners of a second language acquire and retain unknown vocabulary as a result of reading. Also assessed the effect of the text variable of exposure frequency. (Author/VWL)
Descriptors: College Students, German, Higher Education, Incidental Learning
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Davis, James N. – Modern Language Journal, 1989
Examines the effect of marginal glosses on improving the comprehension of an intermediate-level college foreign language literary text. Students who received a vocabulary list and guide before or during reading recalled significantly more of the passage than those not receiving such help. (CB)
Descriptors: Content Area Reading, French, Higher Education, Reading Comprehension
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Rosenthal, Alan S. – French Review, 1987
A university second language program using associative learning and context to enhance retention of words, expressions, and structures is described. Observed results of this situational approach are discussed. (MSE)
Descriptors: Associative Learning, Classroom Techniques, College Second Language Programs, Context Clues
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