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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 Page: 1 2 3 Hits 1 – 20 of 54 1 Creative Multilingualism: A Manifesto Kohl, Katrin M. (Katrin Maria), 1956-; Dudrah, Rajinder Kumar; Gosler, Andrew. - 2022 BASE Show details 2 Creative multilingualism : a manifesto Dudrah, Rajinder Kumar (Herausgeber); Reynolds, Matthew (Herausgeber); Kohl, Katrin (Herausgeber). - Cambridge, UK : Open Book Publishers, 2020 BLLDB UB Frankfurt Linguistik Show details 3 Multilingualism and Creativity in World Literature Ouyang, Wen-Chin. - : OpenBookPublishers, 2020 BASE Show details 4 Introducing Creative Multilingualism Kohl, Katrin; Ouyang, Wen-Chin. - : OpenBookPublishers, 2020 BASE Show details 5 Creative Multilingualism : A Manifesto Kohl, Katrin; Dudrah, Rajinder; Gosler, Andrew. - : OpenBookPublishers, 2020 BASE Show details 6 Vocabulary learning through listening: which words are easier or more difficult to learn and why? Graham, Suzanne; Zhang, Pengchong. - : Routledge, 2020 BASE Show details 7 Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency Zhang, Pengchong; Graham, Suzanne. - : Wiley, 2020 Abstract: This study explored the impact of preexisting vocabulary knowledge (PVK) and listening proficiency on the vocabulary learning through listening of 137 Chinese learners of English, when provided with three types of oral vocabulary explanations—second language (L2), codeswitching (CS), and contrastive focus‐on‐form (CFoF)—and when no explanations (NE) were provided (extending Zhang & Graham, 2019). Listening proficiency was a more important factor influencing vocabulary learning through aural input than PVK was, with most notable gains for learners with high listening proficiency and low PVK. The CFoF approach was the most helpful for learners regardless of their PVK and listening proficiency, whereas the NE approach was the least helpful. Moreover, comparing just the CS and L2 groups, the CS approach was more helpful for lower PVK learners and for more proficient listeners than the L2 approach was. Higher PVK learners and less proficient listeners, however, benefited more from the L2 approach than from the CS approach. The study highlights the complex interplay of vocabulary knowledge, listening proficiency, and instructional conditions, factors useful to bear in mind when planning activities to enhance vocabulary learning through listening. URL: https://centaur.reading.ac.uk/88908/19/Supporting%20information.pdf https://centaur.reading.ac.uk/88908/31/lang.12411.pdf https://centaur.reading.ac.uk/88908/2/Learning_vocabulary_through_listening_The_role_of_vocabulary_knowledge_and_listening_proficiency.pdf https://centaur.reading.ac.uk/88908/ BASE Hide details 8 Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning ... Pengchong Zhang; Graham, Suzanne. - : Figshare, 2019 BASE Show details 9 Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning ... Pengchong Zhang; Graham, Suzanne. - : Figshare, 2019 BASE Show details 10 Supplemental_materials_LTR – Supplemental material for Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning ... Pengchong Zhang; Graham, Suzanne. - : SAGE Journals, 2019 BASE Show details 11 Supplemental_materials_LTR – Supplemental material for Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning ... Pengchong Zhang; Graham, Suzanne. - : SAGE Journals, 2019 BASE Show details 12 Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change Harris, Richard; Graham, Suzanne. - : Taylor & Francis, 2019 BASE Show details 13 Early Language Learning : The Impact of Teaching and Teacher Factors Graham, Suzanne [Verfasser]; Courtney, Louise [Verfasser]; Marinis, Theodoros [Verfasser]. - Konstanz : Bibliothek der Universität Konstanz, 2017 DNB Subject Category Language Show details 14 Early language learning: the impact of teaching and teacher factors Courtney, Louise; Marinis, Theo; Graham, Suzanne. - : Wiley, 2017 BASE Show details 15 Motivational trajectories for early language learning across the primary–secondary school transition Graham, Suzanne [Verfasser]; Courtney, Louise [Verfasser]; Tonkyn, Alan [Verfasser]. - Konstanz : KOPS Universität Konstanz, 2016 DNB Subject Category Language Show details 16 Individual Differences in Early Language Learning : a Study of English Learners of French Courtney, Louise [Verfasser]; Graham, Suzanne [Verfasser]; Tonkyn, Alan [Verfasser]. - Konstanz : KOPS Universität Konstanz, 2015 DNB Subject Category Language Show details 17 Individual Differences in Early Language Learning : a Study of English Learners of French Courtney, Louise; Graham, Suzanne; Tonkyn, Alan... In: Applied Linguistics ; 38 (2015), 6. - S. 824-847. - ISSN 0142-6001. - eISSN 1477-450X (2015) BASE Show details 18 Selective listening in L2 learners of French Graham, Suzanne; Santos, Denise In: Language awareness. - Abingdon : Routledge 22 (2013) 1, 56-75 OLC Linguistik Show details 19 Survival analysis Willett, John B.; Singer, Judith D.; Graham, Suzanne E. In: Research methods in psychology (Hoboken, New Jersey, 2013), p. 595-627 MPI für Psycholinguistik Show details 20 Michael Rost, 2011, Teaching and Researching Listening. Longman, 407 pages, ISBN: 9781408205075 Graham, Suzanne In: International journal of applied linguistics. - Oxford [u.a.] : Blackwell 22 (2012) 3, 420-423 OLC Linguistik Show details Page: 1 2 3

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