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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 4 5 6...21 Hits 21 – 40 of 401 21 Examining the morphological decomposition of complex words in native and non-native speakers of English Chattha, Osama. - : Brock University, 2022 BASE Show details 22 Within and Beyond Stereotypes of Arab Women: A Corpus-based Approach to Jordanian Women’s Portrayal in English Digital News Tabaza, Duaa; Mustafa-Awad, Zahara In: Journal of International Women's Studies (2022) BASE Show details 23 The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate Cushing, I; Snell, J. - : Cambridge University Press, 2022 BASE Show details 24 Positive Experiences, Dreams, and Expectations of International Master’s Students at a Southern Ontario University: An Appreciative Inquiry Ankomah, William Sarfo. - : Brock University, 2022 BASE Show details 25 The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English Lloyd, Jackie S.. - : Brock University, 2022 Abstract: Although English articles (the/a(n)) are two of the most frequently occurring words in the language, second language (L2) learners of English tend to exhibit extraordinary difficulty acquiring them. Uniquely resistant to instruction and often overlooked due to a lack of inherent meaning, articles are a suitable linguistic target for form-focused instruction (FFI), an approach that has demonstrated its efficacy over decades of research, across multiple domains of instructed L2 acquisition. With the aim of integrating attention to form into communicative L2 instruction, FFI encompasses numerous instructional techniques that promote various types of linguistic processing that contribute to L2 learning. The current study in particular focuses on three proactive FFI techniques—input enhancement, metalinguistic explanations, and practice—that sequentially facilitate noticing, awareness, and practice, respectively (Lyster, 2007, 2017; Ranta & Lyster, 2018). Targeting English articles, an experimental study was conducted to measure the differential effects of various combinations of the three FFI techniques, in order to examine the benefits attributable to each technique and its corresponding linguistic processing. Forty-six L2 learners of English were randomly assigned to four conditions: input enhancement only (n = 12); input enhancement and metalinguistic explanations (n = 11); input enhancement, metalinguistic explanations, and practice (n = 11); and a control condition (n = 12). The L2 learners each completed six hours of online English lessons. The three treatment groups received instruction on English articles according to their respective condition, while the control group received general instruction with no focus on articles. The participants’ knowledge of English articles was measured by four tasks (i.e., grammaticality judgment task, metalinguistic knowledge task, elicited imitation task, and picture-description task) in a pretest, an immediate posttest, and a delayed posttest. Results showed that the group that received input enhancement and metalinguistic explanations exhibited clear and durable gains in the metalinguistic knowledge task after the lessons. Furthermore, a subset of participants who benefitted the most from the instructional treatment revealed two factors in common, which were their article-less native languages and a high level of participation during the lessons. Based on these results, the present study contributes meaningfully to the current understanding of FFI and the L2 acquisition of English articles. In addition, it seeks to bring L2 research and L2 pedagogy one step closer together by offering evidence-based insights that further inform instructed L2 acquisition. Keyword: English articles; form-focused instruction; instructional techniques; second language acquisition; second language instruction URL: http://hdl.handle.net/10464/15742 BASE Hide details 26 A Scoping Review of Teaching Practices for Linguistically Diverse Students in Ontario Kittani, Lana. - 2022 BASE Show details 27 The trappings of order : linguistic features of anglophone Caribbean administrative writing Oenbring, Raymond; Klumm, Matthias In: English world-wide. - Amsterdam [u.a.] : Benjamins 43 (2022) 1, 66-95 BLLDB Show details 28 "Into"-causatives in world Englishes Brunner, Thomas In: English world-wide. - Amsterdam [u.a.] : Benjamins 43 (2022) 1, 1-32 BLLDB Show details 29 Regional variation in British English voice quality Gold, Erica; Kirchhübel, Christin; Earnshaw, Kate... In: English world-wide. - Amsterdam [u.a.] : Benjamins 43 (2022) 1, 96-123 BLLDB Show details 30 Historical and Trend Analysis of the Winners of the Academy Awards' (Oscars) Best Foreign Language Film Lim, Jonah. - : Auckland University of Technology, 2022 BASE Show details 31 LEXICAL RESTRICTIONS ON GRAMMATICAL RELATIONS IN VOICE CONSTRUCTIONS (NORTHERN AMIS) ; Linguistique et typologie Bril, Isabelle In: ISSN: 2196-7148 ; STUF - Language Typology and Universals ; https://halshs.archives-ouvertes.fr/halshs-03483275 ; STUF - Language Typology and Universals , De Gruyter, In press (2022) BASE Show details 32 What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present Campbell, Jessica. - 2022 BASE Show details 33 Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation Kim, Peter. - 2022 BASE Show details 34 Les pronoms de l'anglais ; Les pronoms de l'anglais: approche diachronique Delesse, Catherine In: ISSN: 1638-5748 ; EISSN: 1638-573X ; CORELA - COgnition, REprésentation, LAngage ; https://hal.univ-lorraine.fr/hal-03533372 ; CORELA - COgnition, REprésentation, LAngage, CERLICO-Cercle Linguistique du Centre et de l'Ouest (France), 2022, Anaphore et pronoms en anglais : convergences, différences et complémentarité de quelques approches linguistiques, ⟨10.4000/corela.14224⟩ (2022) BASE Show details 35 Vocal size exaggeration may have contributed to the origins of vocalic complexity Pisanski, Katarzyna,; Anikin, Andrey; Reby, David In: ISSN: 0962-8436 ; EISSN: 1471-2970 ; Philosophical Transactions of the Royal Society B: Biological Sciences ; https://hal.archives-ouvertes.fr/hal-03501105 ; Philosophical Transactions of the Royal Society B: Biological Sciences, Royal Society, The, 2022, 377 (1841), ⟨10.1098/rstb.2020.0401⟩ (2022) BASE Show details 36 Voice matters. The vocal creation and manipulation of ritual temporalities Vapnarsky, Valentina In: Materializing Temporalities ; https://hal.archives-ouvertes.fr/hal-03508182 ; JOYCE Rosemary; JOHNSON Lisa. Materializing Temporalities, University of Colorado Press, In press (2022) BASE Show details 37 Evaluation of Speaker Anonymization on Emotional Speech ; Analyse de l'anonymisation du locuteur sur de la parole émotionnelle Nourtel, Hubert; Champion, Pierre; Jouvet, Denis... In: JEP2022 - Journées d'Études sur la Parole ; https://hal.archives-ouvertes.fr/hal-03636737 ; JEP2022 - Journées d'Études sur la Parole, Jun 2022, Île de Noirmoutier, France (2022) BASE Show details 38 “Haunted Voice / Haunting Voices: It’s All a Matter of Archives and Heritage—Jack Kerouac and His Legend” Pacini, Peggy In: MLA 2022 Convention ; https://hal.archives-ouvertes.fr/hal-03607025 ; MLA 2022 Convention, Jan 2022, Washington, United States ; https://mla.confex.com/mla/2022/meetingapp.cgi/Home/0 (2022) BASE Show details 39 Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials Dressen-Hammouda, Dacia; Wigham, Ciara In: ISSN: 0346-251X ; System ; https://hal.archives-ouvertes.fr/hal-03521668 ; System, Elsevier, 2022, 105, pp.102727. ⟨10.1016/j.system.2022.102727⟩ (2022) BASE Show details 40 NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement Angelo, Denise In: TESOL in Context (2022) BASE Show details Page: 1 2 3 4 5 6...21

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