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(文献数据最近更新时间:2018-09-25;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:NONNATIVE SPEAKERS (频次:26)
  • 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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  • Ren, W. (2014). Can the expanding circle own English? Comments on Yoo's 'nonnative teachers in the expanding circle and the ownership of English'. Applied Linguistics, 35, 208-212.
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  • Rothman, J. & Treffers-Daller, J. (2014). A prolegomenon to the construct of the native speaker: Heritage speaker bilinguals are natives too!. Applied Linguistics, 35, 93-98.
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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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  • Wang, Xinchun. (2013). Perception of Mandarin tones: The effect of L1 background and training. The Modern Language Journal, 97, 144-160.
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  • Elder, C., Pill, J., Woodward-Kron, R., Mcnamara, T., Manias, E., Webb, G., & Mccoll, G. (2012). Health professionals' views of communication: Implications for assessing performance on a health-specific English language test. TESOL Quarterly, 46(2), 409-419.
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  • Ma, Lai Ping Florence. (2012). Advantages and disadvantages of native- and nonnative-English-speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305.
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  • Isaacs, T., & Trofimovich, P. (2012). Deconstructing comprehensibility: Identifying the linguistic influences on listeners' L2 comprehensibility ratings. Studies in Second Language Acquisition, 34, 475-505.
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  • Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese speakers. Language Learning, 62, 1170-1204.
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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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  • Zhang, Ying, & Elder, C. (2011). Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs. Language Testing, 28(1), 31-50.
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  • Andringa, S., Olsthoorn, N., van Beuningen, C., Schoonen, R., & Hulstijn, J. (2012). Determinants of success in native and non-native listening comprehension: An individual differences approach. Language Learning, 62(S2), 49-78.
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  • Ardasheva, Y., Tretter, T. R., & Kinny, M. (2012). English language learners and academic achievement: Revisiting the threshold hypothesis. Language Learning, 62(S2), 769-812.
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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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  • Willey, I., & Tanimoto, K. (2012). "Convenience Editing" in action: Comparing English teachers' and medical professionals' revisions of a medical abstract. English for Specific Purposes, 31, 249-260.
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  • Adel, A., & Erman, B. (2012). Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundles approach. English for Specific Purposes, 31, 81-92.
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  • Selvi, A. F. (2011). The non-native speaker teacher. ELT Journal, 65(2), 187-189.
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  • Kim, H. K. (2011). Promoting communities of practice among non-native speakers of English in online discussions. Computer Assisted Language Learning, 24(4), 353-370.
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  • Beaulieu, S. (2011). Educational standards and bilingual nurses in Francophone minority communities. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(4), 508-535.
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  • Moyer, A. (2011). An investigation of experience in L2 phonology: Does quality matter more than quantity?. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(2), 191-216.
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