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(文献数据最近更新时间:2018-04-04;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:ENGLISH AS A SECOND LANGUAGE LEARNING (频次:189)
  • Chern, C. & Dooley, K. (2014). Learning English by walking down the street. ELT Journal, 68(2), 113-123.
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  • Clavel-Arroitia, B. & Fuster-Marquez, M. (2014). The authenticity of real texts in advanced English language textbooks. ELT Journal, 68(2), 124-134.
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  • Hiratsuka, T. (2014). A study into how high school students learn using narrative frames. ELT Journal, 68(2), 169-178.
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  • Zhao, H. (2014). Investigating teacher-supported peer assessment for EFL writing. ELT Journal, 68(2), 155-168.
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  • Quintana-Lara, M. (2014). Effect of Acoustic Spectrographic Instruction on production of English /i/ and /I/ by Spanish pre-service English teachers. Computer Assisted Language Learning, 27(3), 207-227.
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  • Turk, E. & Ercetin, G. (2014). Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning. Computer Assisted Language Learning, 27(1), 1-25.
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  • Hawkins, R., ALTHOBAITI, M. & Ma, Y. (2014). Eliminating grammatical function assignment from hierarchical models of speech production: Evidence from the conceptual accessibility of referents. Applied Psycholinguistics, 35(4), 677-707.
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  • Uchikoshi, Y. (2014). Development of vocabulary in Spanish-speaking and Cantonese-speaking English language learners. Applied Psycholinguistics, 35(1), 119-153.
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  • Littlemore, J., Krennmayr, T., Turner, J. & Turner, S. (2014). An investigation into metaphor use at different levels of second language writing. Applied Linguistics, 35, 117-144.
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  • Polat, B. & Kim, Y. (2014). Dynamics of complexity and accuracy: A longitudinal case study of advanced untutored development. Applied Linguistics, 35, 184-207.
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  • Fordyce, K. (2014). The differential effects of explicit and implicit instruction on EFL learners' use of epistemic stance. Applied Linguistics, 35, 6-28.
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  • Ko, S. (2014). The nature of multiple responses to teachers' questions. Applied Linguistics, 35, 48-62.
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  • Yoo, I. W. (2014). Nonnative teachers in the expanding circle and the ownership of English. Applied Linguistics, 35, 82-86.
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  • Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J., & de Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61, 31-79.
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  • van Gelderen, A., Oostdam, R., & van Schooten, E. (2011). Does foreign language writing benefit from increased lexical fluency? Evidence from a classroom experiment. Language Learning, 61, 281-321.
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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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  • Ionin, T., Montrul, S., & Crivos, M. (2013). A bidirectional study on the acquisition of plural noun phrase interpretation in English and Spanish. Applied Psycholinguistics, 34(3), 483-518.
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  • Dekydtspotter, Laurent, Wang, Yi-Ting, Kim, Bora, Kim, Hyun-Jin, & Kim, Hye-Kyung. (2012). Anaphora under reconstruction during processing in English as a second language. Studies in Second Language Acquisition, 34, 561-590.
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  • Kim, You-Jin. (2012). Task complexity, learning opportunities, and Korean EFL learners' question development. Studies in Second Language Acquisition, 34, 627-658.
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  • Zhang, Dongbo. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 96, 558-575.
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