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(文献数据最近更新时间:2018-02-01;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:FRENCH (频次:19)
  • Presson, N., MacWHINNEY, B. & Tokowicz, N. (2014). Learning grammatical gender: The use of rules by novice learners. Applied Psycholinguistics, 35(4), 709-737.
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  • Shoemaker, E. (2014). Durational cues to word recognition in spoken French. Applied Psycholinguistics, 35(2), 243-273.
    [ 详情 摘要 关键词 收藏 ]
  • Bialystok, E., Peets, K. F. & Moreno, S. (2014). Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177-191.
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  • Caffarel-Cayron, Alice, & Rechniewski, Elizabeth. (2014). Exploring the generic structure of French editorials from the perspective of systemic functional linguistics. Journal of World Languages, 1(1), 18-37.
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  • Fortier, Veronique, Simard, Daphnee, & French, Leif. (2012). The utilization of a measure of phonological memory from a linguistically heterogeneous population of children. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(3), 291-315.
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  • Bartning, I., Lundell, F. F., & Hancock, V. (2012). On the role of linguistic contextual factors for morphosyntactic stabilization in high-level L2 French. Studies in Second Language Acquisition, 34, 243-267.
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  • Donaldson, B. (2012). Syntax and discourse in near-native French: Clefts and focus. Language Learning, 62(S2), 902-930.
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  • Nicoladis, E., & Paradis, J. (2012). Acquiring regular and irregular past tense morphemes in English and French: Evidence from bilingual children. Language Learning, 62, 170-197.
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  • Van der Hoeven, N., & de Bot, K. (2012). Relearning in the elderly: Age-related effects on the size of savings. Language Learning, 62, 42-67.
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  • Nicoladis, E., & Marchak, K. (2011). Le carte blanc or la carte blanche? Bilingual children's acquisition of French adjective agreement. Language Learning, 61, 734-758.
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  • Marshall, S., & Laghzaoui, G. (2012). Languages, identities and Francophonie among university students in French immersion in Vancouver, Canada. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(2), 216-233.
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  • Prasad, G. (2012). Multiple minorities or Culturally and Linguistically Diverse (CLD) plurilingual learners? Re-envisioning allophone immigrant children and their inclusion in French-Language schools in Ontario. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(2), 190-215.
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  • Noyau, C. (2011). The curriculum differences-evaluation certification in bilingual primary schools in southern countries: Consequences in terms of the acquisition of bilingualism. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(3), 301-322.
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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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  • Cole, P., Bouton, S., Leuwers, C., Casalis S., Sprenger-Charolles L. (2012). Stem and derivational-suffix processing during reading by French second and third graders. Applied Psycholinguistics, 33(1), 97-120.
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  • Iverson, P., Pinet, M., & Evans, B. G. (2012). Auditory training for experienced and inexperienced second-language learners: Native French speakers learning English vowels. Applied Psycholinguistics, 33(1), 145-160.
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  • Casalis, S, Deacon, S. H, & Pacton, S. (2011). How specific is the connection between morphological awareness and spelling? A study of French children. Applied Psycholinguistics, 32(3), 499-511.
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  • Foucambert, D., & Baille, J. (2011). Evolution of the missing-letter effect among young readers between ages 5 and 8. Applied Psycholinguistics, 32(1), 1-17.
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  • Erler, L., & Macaro, E. (2011). Decoding ability in French as a foreign language and language learning motivation. The Modern Language Journal, 95, 496-518.
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