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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 53 1 Managing Oral and Written Data from an ESL Corpus from Canadian Secondary School Students in a Compulsory, School-Based ESL Program Bell, Phillipa; Collins, Laura; Marsden, Emma. - : MIT Press, 2022 BASE Show details 2 Building an oral and written learner corpus of a school programme: methodological issues Bell, Philippa; Collins, Laura; Marsden, Emma In: Learner corpus research meets second language acquisition. - Cambridge, United Kingdom : Cambridge University Press (2021), 214-242 BLLDB Show details 3 Expectation violation enhances the development of new abstract syntactic representations: evidence from an artificial language learning study ... Bovolenta, Giulia; Marsden, Emma. - : Carnegie Mellon University Library Publishing Service, 2021 BASE Show details 4 Prediction and error-based learning in L2 processing and acquisition : a conceptual review Bovolenta, Giulia; Marsden, Emma. - 2021 BASE Show details 5 Expectation Violation Enhances the Development of New Abstract Syntactic Representations : Evidence from an Artificial Language Learning Study Bovolenta, Giulia; Marsden, Emma. - 2021 BASE Show details 6 Eliciting and measuring L2 metaphoric competence : three decades on from Low (1988) O'Reilly, David; Marsden, Emma Josephine. - 2021 BASE Show details 7 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 8 Towards a credibility revolution in bilingualism research : Open data and materials as stepping stones to more reproducible and replicable research Bolibaugh, Cylcia; Vanek, Norbert; Marsden, Emma. - 2021 BASE Show details 9 Introduction of Methods Showcase Articles in Language Learning Crossley, Scott; Marsden, Emma; Ellis, Nick. - : Routledge, 2020. : Wiley Periodicals, Inc., 2020 BASE Show details 10 Second language learning theories Myles, Florence; Marsden, Emma; Mitchell, Rosamond. - London : Routledge, 2019 BLLDB UB Frankfurt Linguistik Show details 11 Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing. McManus, Kevin; Marsden, Emma Josephine. - 2019 BASE Show details 12 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 Abstract: Within limited-input language classrooms, understanding the effect of distribution of practice (spacing between practice) on learning is critical, yet evidence is conflicting and of limited relevance for young learners. For second language (L2) grammar learning, some studies reveal advantages for spacing of 7 days or more (Bird, 2010; Rogers, 2015), but others for shorter spacing (Suzuki, 2017). Further, little is known about the role of cognitive individual differences (e.g., language analytic ability) in mediating practice distribution effects for L2 grammatical knowledge development and retention (Suzuki & DeKeyser, 2017). To address this gap, this classroom-based study investigated whether distribution of practice and language analytic ability moderated the effectiveness of explicit, input-based grammar instruction for young first language (L1) English learners of French (aged 8 to 11). The study revealed minimal differences between longer (7-day) versus shorter (3.5-day) spacing of practice for learning an L2 French verb inflection subsystem, at either post- or delayed post-test. Minimal group-level gains and substantial within-group variation in performance at post-tests was observed. Accuracy of practice during training and language analytic ability were significantly associated with post-test performance under both practice schedules. These findings indicated that within an ecologically valid classroom context, differences in distribution of practice had limited impact on learner performance on our tests; rather, individual learner differences were more critical in moderating learning. This highlights the importance of considering individual learner differences in the development of resources and the potential of digital tools for dynamically adapting instruction to suit individuals. URL: https://eprints.whiterose.ac.uk/141710/21/Kasprowicz_Marsden_Sephton_2019_MLJ_analytic_ability_had_more_effect_on_learning_than_distribtution_of_practice_Fr_verb_inflections_FINAL_PUBLISHED.pdf https://doi.org/10.1111/modl.12586 https://eprints.whiterose.ac.uk/141710/ https://eprints.whiterose.ac.uk/141710/14/KASPROWICZ_et_al_2019_The_Modern_Language_Journal.pdf BASE Hide details 13 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 14 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 15 Inclusion of Research Materials When Submitting an Article to Language Learning Marsden, Emma; Crossley, Scott; Ellis, Nick. - : Princeton University Press, 2019. : Wiley Periodicals, Inc., 2019 BASE Show details 16 Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom Kasprowicz, Rowena E.; Marsden, Emma; Sephton, Nick. - : Wiley, 2019 BASE Show details 17 Extending the reach of second language research: The accessible summaries initiative Marsden, Emma; Collins, Laura; Boulton, Alex In: https://hal.archives-ouvertes.fr/hal-02466249 ; 2018 (2018) BASE Show details 18 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 19 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 20 Towards ecological validity in research into input-based practice : Form spotting can be as beneficial as form-meaning practice Kasprowicz, Rowena Eloise; Marsden, Emma. - 2018 BASE Show details Page: 1 2 3

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