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About 10,000 papers for “language learning”

Language Play, Language Learning

Guy Cook · Open Research Online (The Open University) · 2000

This book has two related purposes. The first is to demonstrate the extent and importance of language play in human life; the second is to draw out the implications for applied linguistics and language teaching. Language play should not be thought of as a trivial or peripheral activity, but as central to human thought and culture, to learning, creativity, and intellectual enquiry. It fulfils a major function of language, underpinning the human capacity to adapt: as individuals, as societies, and as a species.

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Language learning

Kate Mcpherson · Language Teaching · 1999

tic communication with others (notably email), as well as having obvious potential for distance learning. 99-420 Wright, Nigel and Whitebread, Maurice (U. of Hull, UK). Video-conferencing and GCSE oral practice. Language Learning Journal (Rugby, UK)

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Language learning

Robert (u Mccoll Millar, Scotland Aberdeen · Language Teaching · 2006

06–451 Baquedano-López, Patricia (U California, Berkeley, USA; pbl@berkeley.edu ), Jorge L. Solís & Shlomy Kattan, Adaptation: The language of classroom learning . Linguistics and Education (Elsevier) 16.1 (2005), 1–26. 06–452 Brooks, Patricia, J. (City U New York, USA; pbrooks@mail.csi.cuny.edu ), Vera Kempe & Ariel Sionov, The role of learner and input variables in learning inflectional morphology . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 185–209. 06–453 Clahsen, Harald & Claudia Felser (U Essex, UK; harald@essex.ac.uk ), Grammatical processing in language learners . Applied Psycholinguistics (Cambridge University Press) 27.1 (2006), 3–42. 06–454 Cleland, Alexandra A. (U York, UK; a.cleland@psych.york.ac.uk ) & Martin J. Pickering, Do writing and speaking employ the same syntactic representations? Journal of Memory and Language (Elsevier) 54.2 (2006), 185–198. 06–455 Devescovi, Antonella (U Rome, Italy; antonella.devescovi@uniroma1.it ), Maria Cristina Caselli, Daniela Marchione, Patrizio Pasqualetti, Judy Reilly & Elisabeth Bates, A cross-linguistic study of the relationship between grammar and lexical development . Journal of Child Language (Cambridge University Press) 32.4 (2005), 759–786. 06–456 Fomin, Maxim & Gregory Toner (U Ulster, UK; gj.toner@ulster.ac.uk ), Digitizing a dictionary of Medieval Irish: The eDIL Project . Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 83–90. 06–457 Geeslin, Kimberly L. (Indiana U, USA; kgeeslin@indiana.edu ) & Pedro Guijarro-Fuentes, Second language acquisition of variable structures in Spanish by Portuguese speakers . Language Learning (Blackwell) 56.1 (2006), 53–107. 06–458 Gullberg, Marianne (Max Planck Institute for Psycholinguistics, the Netherlands; marianne.gullberg@mpi.nl ), Handling discourse: Gestures, reference tracking, and communication strategies in early L2 . Language Learning (Blackwell) 56.1 (2006), 155–196. 06–459 Hickmann, Maya (U René Descartes Paris 5, France) & Henriette Hendriks, Static and dynamic location in French and in English . First Language (Sage) 26.1 (2006), 103–135. 06–460 Hohlfeld, Annette (U Complutense, Spain; ahohlfeld@isciii.es ), Accessing grammatical gender in German: The impact of gender-marking regularities . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 127–142. 06–461 Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie ), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/deletion in French . Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24. 06–462 Huong, Le Pham Hoai (Hue U of Foreign Languages, Vietnam; quangandhuong@yahoo.com ), Learning vocabulary in group work in Vietnam . RELC Journal (Sage) 37.1 (2006), 105–121. 06–463 Jie, Li (Chinese U Hong Kong, China; lijie@cuhk.edu.hk ) & Qin Xiaoqing, Language learning styles and learning strategies of tertiary-level English learners in China . RELC Journal (Sage) 37.1 (2006), 67–90. 06–464 Kiefer, Kate (Colorado State U, USA; Kate.Kiefer@colostate.edu ), Complexity, class dynamics, and distance learning . Computers and Composition (Elsevier) 23.1 (2006), 125–138. 06–465 Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu ), How do English L1 learners of advanced Japanese infer unknown Kanji words in authentic texts? Language Learning (Blackwell) 56.1 (2006), 109–153. 06–466 Leonard, Lawrence B. (Purdue U, USA; xdxl@purdue.edu ), Anita M.-Y. Wong, Patricia Deevy, Stephanie F. Stokes & Paul Fletcher, The production of passives by children with specific language impairment: Acquiring English or Cantonese . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 267–299. 06–467 Leong, Che Kan (U Saskatchewan, Canada; leong@sask.usask.ca ), Kit Tai Hau, Pui Wan Cheng & Li Hai Tan, Exploring two-wave reciprocal-structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students . Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 591–600. 06–468 Macizo, Pedro & M. Teresa Bajo (U Granada, Spain; mbajo@ugr.es ), Reading for repetition and reading for translation: Do they involve the same processes? Cognition (Elsevier) 99.1 (2006), 1–34. 06–469 Mackay, Ian R. & James E. Fleger (U Alabama, USA; jeflege@uab.edu ) & Satomi Imai, Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 157–183. 06–470 Pavlik Jr., Philip I. & John R. Anderson (Carnegie Mellon U, USA), Practice and forgetting effects on vocabulary memory: An activationbased model of the spacing effect . Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 29.4 (2005), 559–586. 06–471 Ram, Frost (Hebrew U, Israel; frost@mscc.huji.ac.il ), Tamar Kugler, Avital Deutsch & Kenneth I. Foster, Orthographic structure versus morphological structure: Principles of lexical organization in a given language . Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 31.6 (2005), 1293–1396. 06–472 Roberts, Theresa, A. (California State U, USA; robertst@csus.edu ), Articulation accuracy and vocabulary size contributions to phonemic awareness and word reading in English language learners . Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 601–616. 06–473 Treiman, Rebecca (Washington U, USA; rtreiman@wustl.edu ), Brett Kessler & Tatiana Cury Pollo, Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian pre-schoolers . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 211–227. 06–474 Vandergrift, Larry (U Ottawa, Canada; lvdgrift@uottawa.ca ), Second language listening: Listening ability or language proficiency? The Modern Language Journal (Blackwell) 90.1 (2006), 6–18.

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Language learning

Department for Education and Skills (DfES) (United Kingdom) · OpenGrey (Institut de l'Information Scientifique et Technique) · 2002

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Language Learning

Clayton Lewis · Synthesis lectures on human-centered informatics · 2025

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Language learning

Diana Lewis · Language Teaching · 2006

06–20 Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings . Language and Education (Multilingual Matters) 19.6 (2005), 455–466. 06–21 Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly . Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187. 06–22 Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@hawaii.edu ), Timothy R. Levine, Hee Sun Park, Kelli Jean K. Asada & John A. Banas, Tests of a theory of communicative responsibility . Journal of Language and Social Psychology (Sage) 24.4 (2005), 358–381. 06–23 Belz, Julie A. (The Pennsylvania State U, USA; jab63@psu.edu ) & Nina Vyatkina, Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles . The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 17–48. 06–24 Bird, Stephen (U Brunei Darussalam, Brunei; sbird@fass.ubd.edu.bn ), Language learning edutainment: Mixing motives in digital resources . RELC Journal (Sage) 36.3 (2005), 311–339. 06–25 Carrington, Victoria (U Plymouth, UK), The uncanny, digital texts and literacy . Language and Education (Multilingual Matters) 19.6 (2005), 467–482. 06–26 Chung, Yang-Gyun (International Languages Program, Ottawa, Canada; jchung2536@rogers.com ), Barbara Graves, Mari Wesche & Marion Barfurth, Computer-mediated communication in Korean–English chat rooms: Tandem learning in an international languages program . The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 49–86. 06–27 Clopper, Cynthia G. & David B. Pisoni, Effects of talker variability on perceptual learning of dialects , Language and Speech (Kingston Press) 47.3 (2004), 207–239. 06–28 Csizér, Kata (Eötvös U, Budapest, Hungary; weinkata@yahoo.com ) & Zoltán Dörnyei, Language learners' motivational profiles and their motivated learning behavior . Language Learning (Blackwell) 55.4 (2005), 613–659. 06–29 Davis, Adrian (Macao Polytechnic Institute, Macao, China; ajdavis@ipm.edu.mo ), Teachers' and students' beliefs regarding aspects of language learning . Evaluation and Research in Education (Multilingual Matters) 17.4 (2003), 207–222. 06–30 Deterding, David (Nanyang Technological U, Singapore; dhdeter@nie.edu.sg ), Listening to Estuary English in Singapore . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 425–440. 06–31 Dörnyei, Zoltán (U Nottingham, UK; zoltan.dornyei@nottingham.ac.uk ) & Kata Csizér, The effects of intercultural contact and tourism on language attitudes and language learning motivation . Journal of Language and Social Psychology (Sage) 24.4 (2005), 327–357. 06–32 Enk, Anneke van (Simon Fraser U, Burnaby, Canada), Diane Dagenais & Kelleen Toohey, A socio-cultural perspective on school-based literacy research: Some emerging considerations . Language and Education (Multilingual Matters) 19.6 (2005), 496–512. 06–33 Foster, Pauline & Amy Snyder Ohta (St Mary's College, U London, UK), Negotiation for meaning and peer assistance in second language classrooms . Applied Linguistics (Oxford University Press) 26.3 (2005), 402–430. 06–34 Furmanovsky, Michael (Ryukoku U, Japan), Japanese students' reflections on a short-term language program . The Language Teacher (Japan Association for Language Teaching) 29.12 (2005), 3–9. 06–35 Gass, Susan (Michigan State U, USA; gass@msu.edu ), Alison Mackey & Lauren Ross-Feldman, Task-based interactions in classroom and laboratory settings . Language Learning (Blackwell) 55.4 (2005), 575–611. 06–36 Gatbonton, Elizabeth, Pavel Trofimovich & Michael Magid (Concordia U, USA), Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 489–512. 06–37 Gerjets, Peter & Friedrich Hesse (Knowledge Media Research Center, Germany; p.gerjets@iwm-kmrc.de ), When are powerful learning environments effective? The role of learner activities and of students' conceptions of educational technology . International Journal of Educational Research (Elsevier) 41.6 (2004), 445–465. 06–38 Golombek, Paula & Stefanie Jordan (The Pennsylvania State U, USA), Becoming ‘black lambs’ not ‘parrots’: A poststructuralist orientation to intelligibility and identity . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 513–534. 06–39 Green, Christopher (Hong Kong Polytechnic U, Hong Kong, China; egchrisg@polyu.edu.hk ), Integrating extensive reading in the task-based curriculum . ELT Journal (Oxford University Press) 59.4 (2005), 306–311. 06–40 Hardison, Debra M. (Michigan State U, USA; hardiso2@msu.edu ), Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment . Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 579–596. 06–41 Harwood, Nigel (U Essex, UK; nharwood@essex.ac.uk ), ‘We do not seem to have a theory … the theory I present here attempts to fill this gap’: Inclusive and exclusive pronouns in academic writing . Applied Linguistics (Oxford University Press) 26.3 (2005), 343–375. 06–42 Hauser, Eric (U Electro-Communications, Japan), Coding ‘corrective recasts’: The maintenance of meaning and more fundamental problems . Applied Linguistics (Oxford University Press) 26.3 (2005), 293–316. 06–43 Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu ), Differences in language skills: Heritage language learner subgroups and foreign language learners . The Modern Language Journal (Blackwell) 89.4 (2005), 563–581. 06–44 Koprowski, Mark ( markkoprowski@yahoo.com ), Investigating the usefulness of lexical phrases in contemporary coursebooks . ELT Journal (Oxford University Press) 59.4 (2005), 322–332. 06–45 LaFrance, Adéle (U Toronto, Canada; alafrance@oise.utoronto.ca ) & Alexandra Gottardo, A longitudinal study of phonological processing skills and reading in bilingual children . Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 559–578. 06–46 Nassaji, Hossein (U Victoria, Canada), Input modality and remembering name-referent associations in vocabulary learning . Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.1 (2004), 39–55. 06–47 Nguyen, Hanh

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Language learning

Digital Education Resource Archive (University College London) · 2002

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Language Learning

Christine J. Howe · 2017

Originally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of its grammatical structure. It is argued that the notion is as problematic for contemporary theories of development as it was for theories of the past. Accepting this, the book attempts an in-depth study of the notions credibility. Central to the book’s argument is the conclusion that the innateness hypothesis runs into two major problems. Firstly, its proponents are too ready to treat children as embryonic linguists, concerned with the representation of sentences as an end in itself. A more realistic approach would be to regard children as communication engineers, storing sentences to optimize the production and retrieval of meaning. Secondly, even when the communication analogy is adopted, it is glibly assumed that the meanings children impute will be the ones adults intend. One of the book’s major contentions is that a careful reading of contemporary research suggests that the meanings may differ considerably. Identifying such problems, the book considers how development should proceed, given learning along communication lines and a more plausible analysis of meaning. It makes detailed predictions about what would be anticipated given no innate knowledge of grammar. Focusing on English but giving full acknowledgement to cross-linguistic research, it concludes that the predictions are consistent with both the known timescale of learning and the established facts about children’s knowledge. Thus the book aspires to a serious challenge to the innateness hypothesis via, as its final chapter will argue, a model which is much more reassuring to psychological theory.

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Language Learning

Joseph M. Foley, Linda F. Thompson · 2017

Language Learning provides an introduction to language development that differs from existing books in that it traces language and cognitive development (together with the associated debates) from babyhood, through the school years of middle childhood and adolescence, into adulthood and the world of work.Increasingly, the global trend is towards learning to speak, read and write more than one language. Language Learning is a comprehensive book that includes descriptions and discussions of learning more than one language sequentially and simulataneously.The only book to look at language with a lifelong perspective, it is ideal as an introductory student text. Each chapter contains ideas and suggestions for students to follow-up and begin their own small scale investigations into language development.

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Language learning

Language Teaching · 1998

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

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Language learning

Language Teaching · 2004

04–358 Bishop, Graham (Open U., UK), First steps towards electronic marking of language assignments . Language Learning Journal (London, UK), 29 (2004), 42–46. 04–359 Coniam, David and Wong, Richard (Chinese U. of Hong Kong; Email : coniam@ cuhk.edu.hk ). Internet Relay Chat as a tool in the autonomous development of ESL learners' English language ability: an exploratory study . System (Oxford, UK), 32 , 3 (2004), 321–335. 04–360 Cooke, Melanie, Wallace, Catherine, with Shrubshall, Paul. Inside Out/Outside In: a study of reading in ESOL classrooms . Language Issues (Birmingham, UK), 16 , 1 (2004), 7–12. 04–361 Dewey, Dan (U. of Pittsburgh, USA; Email : ddewey@pitt.edu ). A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts . Studies in Second Language Acquisition (New York, USA), 26 (2004), 303–327. 04–362 Ferris, Dana R. (California State U., Sacramento, USA). The grammar correction debate in L2 writing: where are we, and where do we go from here? (and what do we do in the meantime…?) . Journal of Second Language Writing (New York, USA), 13 , 1 (2004), 49–62. 04–363 Gaskell, Delian and Cobb, Thomas (U. de Québec à Montréal, Canada; Email : cobb.tom@uqam.ca ). Can learners use concordance feedback for writing errors? System (Oxford, UK), 32 , 3 (2004), 301–319. 04–364 Goldstein, Lynn M. (Monterey Institute of International Studies, California, USA). Questions and answers about teacher written commentary and student revision: teachers and students working together . Journal of Second Language Writing (New York, USA), 13 , 1 (2004), 63–80. 04–365 Hall, Kathy, Allan, Christine, Dean, Jacqui and Warren, Sue (Leeds Metropolitan U., UK; Email : k.hall@lmu.ac.uk ). Classroom discourse in the Literacy Hour in England: a study of two lessons . Language, Culture and Curriculum (Clevedon, UK), 16 , 3 (2003), 284–297. 04–366 Ivanič, Roz (Lancaster U., UK; Email : r.ivanic@lancs.ac.uk ). Discourses of writing and learning to write . Language and Education (Clevedon, UK), 18 , 3 (2004), 220–245. 04–367 Kapp, Rochelle (U. of Cape Town, South Africa; Email : rkapp@ched.uct.ac.za ). ‘Reading on the line”: an analysis of literacy practices in ESL classes in a South African township school . Language and Education (Clevedon, UK), 18 , 3 (2004), 246–263. 04–368 Kubota, Ryuko and Lehner, Al (U. of North Carolina, USA; Email : rkubota@email.unc.edu ). Toward critical contrastive analysis . Journal of Second Language Writing (New York, USA), 13 , 1 (2004), 7–27. 04–369 McNamara, Danielle S. (U. of Memphis, USA; Email : d.mcnamara@mail.psyc.memphis.edu ). SERT: self-explanation reading training . Discourse Processes (New York, USA), 38 , 1 (2004), 1–30. 04–370 Mokhtari, Kouider, and Reichard, Carla (Miami U., Ohio, USA; Email : mohktak@muohio.edu ). Investigating the strategic reading processes of first and second language readers in two different cultural contexts . System (Oxford, UK), 32 , 3 (2004), 379–394. 04–371 Mori, S. (Kinki U., Japan; Email : squiddly@leto.eonet.ne.jp ). Significant motivational predictors of the amount of reading by EFL learners in Japan . RELC Journal (Singapore), 35 , 1 (2004), 63–81. 04–372 O, K-M. (Dongduk U., Korea, Email : kmo@dongduk.ac.kr ). Individualized Teacher-Student Interaction in EFL Writing Class: Action Research . English Teaching (Anseonggun, South Korea), 58 , 4 (2003), 99–126. 04–373 Pulido, Diana (Washington State U., USA; Email : dpulido@wsu.edu ). The relationship between text comprehension and second language incidental vocabulary acquisition: a matter of topic familiarity? Language Learning (Malden, Massachusetts, USA), 54 , 3 (2004), 469–523. 04–374 Sasaki, Miyuki (Nagoya Gakuin U., Japan; Email : sasaki@ngu.ac.jp ). A multiple-data analysis of the 3.5-Year development of EFL student writers . Language Learning (Malden, Massachusetts, USA), 54 , 3 (2004), 525–582. 04–375 Walczyk, Jeffrey J., Marsiglia, Cheryl S., Johns, Amanda K. and Bryan, Keli S. (Louisiana Tech U., USA; Email : Walczyk@latech.edu ). Children's compensations for poorly automated reading skills . Discourse Processes (New York, USA), 37 , 1 (2004), 47–66. 04–376 Walter, Catherine (Institute of Education, U. of London UK). Transfer of reading comprehension skills to L2 is linked to mental representations of text and to L2 working memory . Applied Linguistics (Oxford, UK), 25 , 3 (2004), 315–339. 04–377 Wang, Xiang (Jiangsu U., PR of China). Encouraging self-monitoring in writing by Chinese students . ELT Journal (Oxford, UK), 58 , 3 (2004), 238–246.

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