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What's Hot

(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:LEARNING PROCESSES (频次:29)
  • Hiratsuka, T. (2014). A study into how high school students learn using narrative frames. ELT Journal, 68(2), 169-178.
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  • Chang, A. C-S. & Millett, S. (2014). The effect of extensive listening on developing L2 listening fluency: Some hard evidence. ELT Journal, 68(1), 31-40.
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  • 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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  • 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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  • 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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  • Revesz, A. (2014). Towards a fuller assessment of cognitive models of task-based learning: Investigating task-generated cognitive demands and processes. Applied Linguistics, 35, 87-92.
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  • Kathryn S, W., & Carmel,H. (2013). Once upon a time, there was a pulchritudinous princess...: The role of word definitions and multiple story contexts in children's learning of difficult vocabulary. Applied Psycholinguistics, 34(3), 591-613.
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  • Huang, Shufen, Willson, V., & Eslami, Z. (2012). The effects of task involvement load on L2 incidental vocabulary learning: A meta-analytic study. The Modern Language Journal, 96, 544-557.
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  • Reichert, T., & Liebscher, G. (2012). Positioning the expert: Word searches, expertise, and learning opportunities in peer interaction. The Modern Language Journal, 96, 599-609.
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  • Kennedy, S. (2012). Exploring the relationship between language awareness and second language use. TESOL Quarterly, 46(2), 398-408.
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  • Suzuki, W. (2012). Written languaging, direct correction, and second language writing revision. Language Learning, 62, 1110-1133.
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  • Munoz, C., & Singleton, D. (2011). A critical review of age-related research on L2 ultimate attainment. Language Teaching, 44(1), 1-35.
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  • DeKeyser, R. (2012). Interactions between individual differences, treatments, and structures in SLA. Language Learning, 62(S2), 189-200.
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  • Mackey, A., & Sachs, R. (2012). Older learners in SLA research: A first look at working memory, feedback, and L2 development. Language Learning, 62(S2), 704-740.
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  • Shin, J. A., & Christianson, K. (2012). Structural priming and second language learning. Language Learning, 62(S2), 931-964.
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  • Leung, J. H. C., & Williams, J. N. (2012). Constraints on implicit learning of grammatical form-meaning connections. Language Learning, 62, 634-662.
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  • Ramirez-Esparza, N., Harris, K., Hellermann, J., Richard, C., Kuhl, P. K., & Reder, S. (2012). Socio-interactive practices and personality in adult learners of English with little formal education. Language Learning, 62, 541-570.
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  • Uggen, M. S. (2012). Reinvestigating the noticing function of output. Language Learning, 62, 506-540.
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  • Deschambault, R. (2012). Thinking-aloud as talking-in-interaction: Reinterpreting how L2 lexical inferencing gets done. Language Learning, 62, 266-301.
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  • Misyak, J. B., & Christiansen, M. H. (2012). Statistical learning and language: An individual differences study. Language Learning, 62, 302-331.
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