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Hits 1 – 20 of 105

1	Black Lives Matter in Teaching English as a Second Language!
	Lems, Kristin
	In: Faculty Publications (2021)
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2	Rewilding Language Education: Emergent Assemblages and Entangled Actions
	Thorne, Steven L.; Hellermann, John; Jakonen, Teppo
	In: Applied Linguistics Faculty Publications and Presentations (2021)
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3	Everybody Does It: The Pragmatics and Perceptions of International Chinese Graduate Students and their American Peers Regarding Gossip
	Cai, Chencen; Ebsworth, Miriam Eisenstein; Ebsworth, Timothy John
	In: Journal of Multilingual Education Research (2021)
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4	Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
	Britton, Emma R
	In: Doctoral Dissertations (2021)
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5	Khmer Phonetics & Phonology: Theoretical Implications for ESL Instruction
	Donley, Alex
	In: Senior Honors Theses (2020)
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6	All About the American Flap
	Lems, Kristin
	In: Faculty Publications (2019)
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7	An Interventionist Approach to Language Study Abroad: Exploring Metalinguistic Awareness in the Acquisition of Spanish through Digital Portfolio Documentation and Expert Mentorship
	McGregor, Meredith
	In: Electronic Thesis and Dissertation Repository (2018)
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8	Monolingual or Bilingual Approach: The Effectiveness of Teaching Methods in Second Language Classroom
	Han, Jung; Park, Kyongson
	In: Purdue Linguistics, Literature, and Second Language Studies Conference (2017)
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9	Effectively Teaching a Second Language: Principles and Practices
	Gatica, Alexander
	In: All Graduate Plan B and other Reports (2017)
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10	The Washback of the TOEFL iBT in Vietnam
	Barnes, Melissa
	In: Australian Journal of Teacher Education (2016)
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11	A teacher development program on CALL materials evaluation: teachers' knowledge and attitudes toward technology
	Caromawati, Corry
	In: Graduate Theses and Dissertations (2016)
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12	Teaching English for social justice: Implications from a study of Japanese students’ perceptions of EFL education
	Yamada, Mieko
	In: Sociology Faculty Presentations (2016)
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13	Error Types in ESL Writing in the United Arab Emirates
	Banat, Hadi
	In: Purdue Linguistics, Literature, and Second Language Studies Conference (2016)
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14	The Post-Sojourn in Study Abroad Research—Another Frontier
	Plews, John L
	In: Comparative and International Education / Éducation Comparée et Internationale (2016)
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15	Contextualized Recognition of Fingerspelled Words
	Finton, Lynn; Chasney, Alexis; McDermid, Campbell
	In: Journal of Interpretation (2016)
	Abstract: Fingerspelling, an aspect of American Sign Language, is difficult for second language English-speaking adults to learn (Bahleda, 1998), yet mastery is required by professional ASL-English interpreters. This study compared novice and expert interpreters’ interpretation of fingerspelled words under the assumption that exposure to priming material in their L1, English, would enable the interpreters to recognize those terms when fingerspelled in their L2, ASL. In this study, participants (15 novices, 15 experts) were asked to interpret an ASL text with 25 “carefully” fingerspelled words embedded. Ten subjects were not given priming materials, ten a list of words in printed English that represented the “carefully” fingerspelled words in the ASL text, and ten were given a printed English story synopsis with the “carefully” fingerspelled words embedded. Overall, there was evidence of an L1 priming effect as the interpreters who were given access to the English words interpreted more of the fingerspelled words correctly than the interpreters who were given no priming materials (p=0.04). As predicted, the experts did significantly better at recognizing the “carefully” fingerspelled words than the novices (p=0.00). As there was no significant difference across the three conditions for the experts (no priming, list of words, story synopsis), they may have been more balanced bilinguals than the novices. However, the expert interpreters who were given no L1 priming materials did not perform significantly better than the novices in any of the three conditions. The five novices who were given a list of words as priming material were more accurate than the ten novices in the other two conditions (no priming and story synopsis). There was also no significant difference for the five novices who were given the list of words as compared to the three expert groups. Tentatively, it would seem that experts without priming materials experienced a depressed ability to read fingerspelling and novice interpreters benefited greatly from the provision of a list of English words.
	Keyword: accuracy; American Sign Language; and Multicultural Education; Applied Linguistics; ASL; Bilingual; Cognitive Psychology; Curriculum and Instruction; Deaf; First and Second Language Acquisition; interpreting; Modern Languages; Multilingual; Phonetics and Phonology; preparation; Reading and Language
	URL: https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=1060&context=joi https://digitalcommons.unf.edu/joi/vol25/iss1/6
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16	Talking Back, with Reawakened Voices: Analyzing the Potential for Indigenous California Languages Coursework at California Polytechnic State University
	Cooper, Logan
	In: Ethnic Studies (2015)
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17	Development and validation of virtual interactive tasks for an aviation English assessment
	Park, Moonyoung
	In: Graduate Theses and Dissertations (2015)
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18	The effects of metacognitive strategy training on ESL learners' self-directed use of TED Talk videos for second language listening
	Gagen-Lanning, Kelsey
	In: Graduate Theses and Dissertations (2015)
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19	Order of Acquisition: A Comparison of L1 and L2 English and Spanish Morpheme Acquisition
	McFerren, Kyle A
	In: Senior Honors Theses (2015)
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20	Nonstandard Languages: The Outcasts of the Language Revitalization Movement
	Snowden, Whitney
	In: Senior Honors Theses (2015)
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