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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 15 of 15 1 Eliciting and measuring L2 metaphoric competence : three decades on from Low (1988) O'Reilly, David; Marsden, Emma Josephine. - 2021 BASE Show details 2 Elicited metaphoric competence in a second language : a construct associated with vocabulary knowledge and general proficiency? O'Reilly, David; Marsden, Emma Josephine. - 2021 BASE Show details 3 Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing. McManus, Kevin; Marsden, Emma Josephine. - 2019 Abstract: This study examined the extent to which explicit instruction about first language (L1) and second language (L2) processing routines improved the accuracy, speed, and automaticity of learners' responses during sentence interpretation practice. Fifty-three English-speaking learners of L2 French were assigned to one of the following treatments: (a) a core treatment consisting of L2 explicit information (EI) with L2 interpretation practice (L2-only group); (b) the same L2 core+L1 practice with L1 EI (L2+L1 group); or (c) the same L2 core+L1 practice but without L1 EI (L2+L1prac group). Findings indicated that increasing amounts of practice led to more accurate and faster performance only for learners who received L1 EI (L2+L1 group). Coefficient of variation analyses (Segalowitz & Segalowitz, 1993) indicated knowledge restructuring early on that appeared to lead to gradual automatization over time (Solovyeva & DeKeyser, 2017; Suzuki, 2017). Our findings that EI and practice about L1 processing routines benefited the accuracy, speed, and automaticity of L2 performance have major implications for theories of L2 learning, the role of L1 EI in L2 grammar learning, and L2 pedagogy. URL: https://eprints.whiterose.ac.uk/133219/ https://doi.org/10.1017/S0142716418000553 https://eprints.whiterose.ac.uk/133219/1/Accepted_version_accepted_10_July.pdf BASE Hide details 4 Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom Kasprowicz, Rowena Eloise; Marsden, Emma Josephine; Sephton, Nick. - 2019 BASE Show details 5 Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French. McManus, Kevin; Marsden, Emma Josephine. - 2019 BASE Show details 6 A meta-analysis of sensitivity to grammatical information during self-paced reading: Towards a framework of reference for reading time effect sizes. Avery, Nicholas; Marsden, Emma Josephine. - 2019 BASE Show details 7 A Methodological Synthesis of Self-Paced Reading in Second Language Research : Methodological synthesis of SPR tests Marsden, Emma Josephine; Thompson, Sophie; Plonsky, Luke. - 2018 BASE Show details 8 Introducing Registered Reports at Language Learning: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences Marsden, Emma Josephine; Morgan-Short, Kara; Trofimovich, Pavel. - 2018 BASE Show details 9 Replication in second language research : Narrative and systematic reviews, and recommendations for the field. Marsden, Emma Josephine; Morgan-Short, Kara; Thompson, Sophie. - 2018 BASE Show details 10 Multisite replication in second language acquisition research : Attention to form during listening and reading comprehension Morgan-Short, Kara; Marsden, Emma Josephine; Heil, Jeanne. - 2018 BASE Show details 11 Online and offline effects of L1 practice in L2 grammar learning : a partial replication McManus, Kevin; Marsden, Emma Josephine. - 2018 BASE Show details 12 Data, open science, and methodological reform in second language acquisition research. Marsden, Emma Josephine; Plonsky, Luke. - : John Benjamins, 2018 BASE Show details 13 Teachers’ views on recognising and using home languages in predominantly monolingual primary schools. Bailey, Elizabeth Grace; Marsden, Emma Josephine. - 2017 BASE Show details 14 IRIS : a new resource for second language research Marsden, Emma Josephine; Mackey, Alison. - 2014 BASE Show details 15 Learning novel morphology : The role of meaning and orientation of attention at initial exposure Williams, John; Marsden, Emma Josephine; Liu, Xierong. - 2013 BASE Show details

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