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Showing 121 to 135 of 446 results Save | Export
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Nakatsukasa, Kimi; Loewen, Shawn – Language Teaching Research, 2015
This study investigates a teacher's L1 use during focus-on-form episodes (FFEs). FFEs assist L2 learning by bringing learners' attention to language. We studied the language used in FFEs in a Spanish as a foreign language (SFL) classroom to better understand the pedagogical purposes of L1 use in the classroom. We video-recorded 12 hours…
Descriptors: Grammar, Spanish, Second Language Learning, Pronunciation
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Calvert, Megan; Sheen, Younghee – Language Teaching Research, 2015
The creation, implementation, and evaluation of language learning tasks remain a challenge for many teachers, especially those with limited experience with using tasks in their teaching. This action-research study reports on one teacher's experience of developing, implementing, critically reflecting on, and modifying a language learning task…
Descriptors: Action Research, Teaching Methods, Task Analysis, Second Language Learning
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Garnier, Mélodie; Schmitt, Norbert – Language Teaching Research, 2015
As researchers and practitioners are becoming more aware of the importance of multi-word items in English, there is little doubt that phrasal verbs deserve teaching attention in the classroom. However, there are thousands of phrasal verbs in English, and so the question for practitioners is which phrasal verbs to focus attention upon. Phrasal verb…
Descriptors: Phrase Structure, Verbs, Teaching Methods, Word Lists
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Hagiwara, Akiko – Language Teaching Research, 2015
Processing morphemic elements is one of the most difficult parts of second language acquisition (DeKeyser, 2005; Larsen-Freeman, 2010). This difficulty gains prominence when second language (L2) learners must perform under time pressure, and difficulties arise in using grammatical knowledge. To solve the problem, the current study used the tenets…
Descriptors: Second Language Learning, Language Processing, Japanese, Multimedia Materials
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Forman, Ross – Language Teaching Research, 2015
A brief "language learning experience" (LLE) in Thai was integrated into a second language development course as part of postgraduate TESOL study at an Australian university. Sixty primary and secondary teachers from a range of schools evaluated the impact of the LLE by means of a questionnaire; the teachers proved highly affirming of…
Descriptors: Second Language Learning, Linguistic Theory, Learning Experience, English (Second Language)
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Rogers, James; Webb, Stuart; Nakata, Tatsuya – Language Teaching Research, 2015
This study investigates the effects of cognacy on vocabulary learning. The research expands on earlier designs by measuring learning of English-Japanese cognates with both decontextualized and contextualized tests, scoring responses at two levels of sensitivity, and examining learning in a more ecologically valid setting. The results indicated…
Descriptors: Vocabulary Development, Second Language Learning, Scoring, Recall (Psychology)
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Heras, Arantxa; Lasagabaster, David – Language Teaching Research, 2015
The aim of this article is twofold: to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), and to test the purported blurring effect of CLIL on gender differences in foreign language learning. Forty-six students in their fourth year of compulsory secondary…
Descriptors: Second Language Learning, Course Content, Vocabulary Development, Gender Differences
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Schuetze, Ulf – Language Teaching Research, 2015
This article reports the results of two experiments using the spacing technique (Leitner, 1972; Landauer & Bjork, 1978) in second language vocabulary acquisition. In the past, studies in this area have produced mixed results attempting to differentiate between massed, uniform and expanded intervals of spacing (Balota, Duchek, & Logan,…
Descriptors: Second Language Learning, German, Second Language Instruction, Introductory Courses
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Wei, Zheng – Language Teaching Research, 2015
The present research tested the effectiveness of the word part technique in comparison with the keyword method and self-strategy learning. One hundred and twenty-one Chinese year-one university students were randomly assigned to one of the three learning conditions: word part, keyword or self-strategy learning condition. Half of the target words…
Descriptors: Mnemonics, Second Language Learning, Second Language Instruction, Asians
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Serrano, Raquel; Stengers, Helene; Housen, Alex – Language Teaching Research, 2015
This paper aims to analyse the role of time concentration of instructional hours on the acquisition of formulaic sequences in English as a foreign language (EFL). Two programme types that offer the same amount of hours of instruction are considered: intensive (110 hours/1 month) and regular (110 hours/7 months). The EFL learners under study are…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure
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Yu, Shulin; Lee, Icy – Language Teaching Research, 2015
While the last three decades have witnessed a growing body of research on peer feedback in first language (L1) and second language (L2) writing, research about students' motives for participating in group peer feedback has remained underexplored. In order to fill this important gap, this case study, guided by the constructs of activity and motive…
Descriptors: Foreign Countries, English (Second Language), Student Participation, Feedback (Response)
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Azkarai, Agurtzane; del Pilar García Mayo, María – Language Teaching Research, 2015
This study examines whether task-modality (speaking vs. speaking+writing) influences first language (L1) use in task-based English as a foreign language (EFL) learner-learner interaction. Research on the topic has shown that different task-modality triggers different learning opportunities with collaborative speaking tasks drawing learners'…
Descriptors: English (Second Language), Second Language Learning, Task Analysis, Native Language
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Farrell, Thomas S. C.; Ives, Jessica – Language Teaching Research, 2015
This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his…
Descriptors: Teacher Attitudes, Reflective Teaching, Educational Practices, Case Studies
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González-Lloret, Marta; Nielson, Katharine B. – Language Teaching Research, 2015
The need for foreign language education in the US has increased in recent years, and teaching methods based on traditional textbooks are unlikely to meet the real-world needs of current learners. As a response, interest in Language for Specific Purposes programs has grown and so has Task-Based Language Teaching (TBLT) methodology. This article…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Language Proficiency
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Hanks, Judith – Language Teaching Research, 2015
This article critically examines the implementation of Exploratory Practice in an English for academic purposes (EAP) context in a British university. The innovation involved challenges as well as opportunities for uniting learning, teaching and research. Particular emphasis is given to two teachers, who are the focus of this article: the story of…
Descriptors: English for Academic Purposes, Foreign Countries, Universities, Program Implementation
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