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A longitudinal study of advanced learners' linguistic development before, during and after study abroad
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Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing.
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Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French.
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Online and offline effects of L1 practice in L2 grammar learning : a partial replication
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Special Issue : Tense, Aspect, and Modality in L2 (TAML2)
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In: ISSN: 0019-042X ; EISSN: 1613-4141 ; International Review of Applied Linguistics in Language Teaching ; https://hal.archives-ouvertes.fr/hal-02133196 ; International Review of Applied Linguistics in Language Teaching, 55 (3), pp.221-345, 2017 (2017)
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L1 explicit instruction can improve L2 online and offline performance
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Anglophone students abroad: Identity, social relationships and language learning
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The LANGSNAP longitudinal learner corpus: Design and use
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Abstract:
This chapter describes a new longitudinal corpus of L2 Spanish, which includes spoken and written data from the same learners, and was gathered in a residence/ study abroad setting. The corpus was created as part of the Languages and Social Networks Abroad project (LANGSNAP) which traced the learning of both French and Spanish during an academic year's residence/ study abroad by British Anglophone university students majoring in languages. Parallel longitudinal learner corpora totalling 300,000+ words were collected in each language. In this chapter we first describe the main features of the L2 Spanish corpus and then illustrate how we have been using the corpus to investigate questions about language development, taking as an example the longitudinal development of lexical diversity (Jarvis 2013).
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URL: https://eprints.soton.ac.uk/408737/
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L1/L2 Differences in the Acquisition of Form-Meaning Pairings: A Comparison of English and German Learners of French
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In: The Canadian Modern Language Review/La Revue canadienne des langues vivantes 71 (2015) 2, 155-181
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IDS Bibliografie zur deutschen Grammatik
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Placement type and language learning during residence abroad
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Subjunctive use and development in L2 French: a longitudinal study
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Residence abroad, social networking and second language learning
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Understanding insertion and integration in a study abroad context: the case of English-speaking sojourners in France
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“Repeat as much as you can”: Elicited imitation as a measure of oral proficiency in L2
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Exploring the acquisition of the French subjunctive: local syntactic context or oral proficiency?
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“Repeat as much as you can”: elicited imitation as a measure of global proficiency in L2 French
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Prototypical influence in second language acquisition: what now for the Aspect Hypothesis?
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The Development of Aspect in a Second Language: What Role for the First Language?
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