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What's Hot

(文献数据最近更新时间:2018-08-13;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:CHINESE (频次:24)
  • Qian, K. & McCormick, R. (2014). Building course cohesion: the use of online forums in distance Chinese language learning. Computer Assisted Language Learning, 27(1), 44-69.
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  • Winke, P. (2013). An investigation into second language aptitude for advanced Chinese language learning. The Modern Language Journal, 97, 109-130.
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  • Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 97, 254-275.
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  • Delcenserie, A., Genesee, F., & Gauthier, K. (2013). Language abilities of internationally adopted children from China during the early school years: Evidence for early age effects. Applied Psycholinguistics, 34(3), 541-568.
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  • Yuan, Boping, & Dugarova, Esuna. (2012). Wh-topicalization at the syntax-discourse interface in English speakers' L2 Chinese grammars. Studies in Second Language Acquisition, 34, 533-560.
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  • Spring, Madeline K. (2012). Languages for specific purposes curriculum in the context of Chinese-language flagship programs. The Modern Language Journal, 96(Supplement 1), 140-157.
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  • Shei, C. & Hsieh, H. (2012). Linkit: A CALL system for learning Chinese characters,words,and phrases. Computer Assisted Language Learning, 25(4), 319-338.
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  • Lwo, L., & Lin, M. C. (2012). The effects of captions in teenagers' multimedia L2 learning. Recall, 24(2), 188-208.
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  • Carey, M. D., Mannell, R. H., & Dunn, P. (2011). Does a rater's familiarity with a candidate's pronunciation affect the rating in oral proficiency interviews. Language Testing, 28(2), 201-219.
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  • Li, S. (2012). The effects of input-based practice on pragmatic development of requests in L2 Chinese. Language Learning, 62, 403-438.
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  • Lee, C. H., & Kalyuga, S. (2011). Effectiveness of different pinyin presentation formats in learning Chinese characters: A cognitive load perspective. Language Learning, 61, 1099-1118.
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  • Liu, Y., Wang, M., Perfetti, C. A., Brubaker, B., Wu, S., & MacWhinney, B. (2011). Learning a tonal language by attending to the tone: An in-vivo experiment. Language Learning, 61, 1119-1141.
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  • Wu, S. L. (2011). Learning to express motion events in an L2: The case of Chinese directional complements. Language Learning, 61, 414-454.
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  • Gao, Zhao-Ming. (2011). Exploring the effects and use of a Chinese-English parallel concordancer. Computer Assisted Language Learning, 24(3), 255-275.
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  • Han, Zaizhu, Song, Luping, & Bi, Yanchao. (2012). Cognitive mechanism of writing to dictation of logographic characters. Applied Psycholinguistics, 33(3), 517-537.
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  • Nicoladis, E, Song, J., & Marentette, P. (2012). Do young bilinguals acquire past tense morphology like monolinguals, only later? Evidence from French-English and Chinese-English bilinguals. Applied Psycholinguistics, 33(3), 457-479.
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  • Cheng, C., Wang, M., & Perfetti, C. A. (2011). Acquisition of compound words in Chinese-English bilingual children: Decomposition and cross-language activation. Applied Psycholinguistics, 32(3), 583-600.
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  • Ramirez, G., Chen, X., Geva, E., & Luo, Y. (2011). Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children. Applied Psycholinguistics, 32(3), 601-618.
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  • Dixon, L. Q. (2011). The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore. Applied Psycholinguistics, 32(1), 141-168.
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  • He, A. E. (2011). Possibility of crosslingual transfer: A comparative study of Chinese (L1) and English (L2) lessons. The Modern Language Journal, 95(Supplement), 64-80.
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