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The Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners

This book focuses on the effects of L1 cognitive resources on L2 reading e.g. the effects of L1 reading ability, the ability in L1 mental;

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The Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners

This book focuses on the effects of L1 cognitive resources on L2 reading e.g. the effects of L1 reading ability, the ability in L1 mental;

Vergelijkbare producten zoals The Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners

The Use of First and Second Language in Chinese University EFL Classrooms

This book investigates first language (L1) and second language (L2) use in Chinese university classrooms, focusing on the experiences;

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First and Second Language Use in Asian EFL

Many Asian education systems discourage or even ban the use of L1 in L2 classrooms - although in fact L1 remains widely used by teachers;

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Universal Grammar and the Initial State of Second Language Learning

Under the Universal Grammar (UG) framework, this book discusses the latest research on the role of L1 bidialectism in L2 acquisition, with;

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Lexical Inferencing in a First and Second Language

trilingual study of lexical inferencing by both first (L1) and second language (L2) readers. Research since the 1970s on this apparently universal;

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Lexical Inferencing in a First and Second Language

trilingual study of lexical inferencing by both first (L1) and second language (L2) readers. Research since the 1970s on this apparently universal;

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The Impact of Using L1 in EFL Instruction

' and teachers' attitudes towards the use of L1. The quantitative data was collected by conducting a pretest-posttest intact group design in two;

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Slips of the Tongue

This book reports the results of an extensive study of slips of the tongue produced by foreign language (L2) learners at different levels;

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Comprehension Monitoring in First and Second Language Reading

to make sure the information makes sense. While comprehension monitoring is widely studied in reading as a first language (L1), it has not;

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Crosslinguistic Influence and Distinctive Patterns of Language Learning

types of language difficulties faced by such learners from differing backgrounds. The studies examine the learners' use of Norwegian in relation;

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Lexical Errors and Accuracy in Foreign Language Writing

of the L1 also reduces in favour of more elaborated transfer mechanisms and L2 influence. The different categories of lexical errors indicate the;

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Chinese as a Second Language Multilinguals Speech Competence and Speech Perform

theoretical framework underpinned by the affective filter hypothesis, L2 willingness to communicate model, L2 motivational self-system, and L2 speech;

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Chinese as a Second Language Multilinguals Speech Competence and Speech Perform

theoretical framework underpinned by the affective filter hypothesis, L2 willingness to communicate model, L2 motivational self-system, and L2 speech;

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A Sociocultural Perspective on the Use of Blogs for Efl Learning

of L2 learning, this book, therefore, presents and discusses empirical research exploring the effectiveness of integrating blogs in EFL learning;

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The acquisition of definite and indefinite articles by L1 Russian learners of L2 English

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A Comparative Study of Wh-Words in Chinese EFL Textbooks, Elicited Native and Non-Native Speaker Data and Written Native and Non-Native Speaker Corpora

This study presents a corpus-based analysis of the use of wh sentences by language learners, in language textbooks and in authentic written;

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Categorization and L2 Vocabulary Learning

The book addresses the role of the L1 (first language)-based concept categorization in L2 (second language) vocabulary learning from a;

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Collocational knowledge, use and oral proficiency of EFL learners

book sheds light on the relationship between collocational knowledge, speaking proficiency, and oral use of collocations in an EFL context;

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The Acquisition of L2 Phonology

the route of L1L2 pronunciation and reading ability development to account for observable tendencies in learner behavior. Pedagogical;

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Major Sources of Collocational Errors Made by EFL Learners

The aim of the present study was to explore the mainsources of collocational errors made by learners ofEnglish as Foreign Language (EFL;

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An Exploration of Formulaic Language in Chinese University Students' Written Texts

of English, and what the learners think about the concept, learning, use and teaching formulaic language in the EFL context. The author does this by;

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Developing Chinese Efl Learners' Generic Competence

This work investigates the development of English as a Foreign Language (EFL) learners' generic competence in reading, writing and;

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Vocabulary Increase and Collocation Learning

reported shed new light on how collocations are acquired by EFL learners, offering guidance on how they can best be taught. In closing, the book;

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Vocabulary Increase and Collocation Learning

reported shed new light on how collocations are acquired by EFL learners, offering guidance on how they can best be taught. In closing, the book;

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Moving Across Languages

acquisition of Spanish as a second language (L2). The author starts out by examining L1 patterns which are transferred to less complex L2;

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Applied Construction Grammar

chapters show how the cross-fertilization of CxG and L2 acquisition/teaching can improve the description of learners' use of constructions, provide;

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