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After years of focus on tense-aspect marking in adult and adolescent African American English (AAE), researchers have begun to raise questions about the acquisition path for tense-aspect marking in ...
Past theorists have shown through their work the versatility and advantages of utilizing pre-established schemata to form a novice’s interaction with and comprehension of a text. Schemata have shown t...
The present study adopts acoustic means to investigate the articulatory problems from Shandong (Hereinafter, SD) learners on the production of English plosives. The VOT, pitch, and formants were selec...
The current research examines the immediate and delayed effects of three types of corrective feedback, namely recasts, metalinguistic feedback, and clarification requests, on the acquisition of Engli...
No one argues that the scope of specialized vocabulary in teaching English for Specific Purposes (ESP) is a primary goal. Equally, there is a commonplace assumption that the more words a learner knows...
This paper explores Gardner's socio-educational model and the significance of motivation as a contributing factor in second language (L2) acquisition. Motivation is defined as the learner's orientatio...
The role that vocabulary knowledge plays in second and foreign language acquisition has long been neglected. However, vocabulary is currently receiving increased emphasis in the language teaching curr...
A widely accepted distinction related to vocabulary knowledge refers to lexical "receptive knowledge", which involves the ability to understand a word while listening or reading, versus "productive kn...
This study is a quantitative exploration of the effects of employing teaching aids on lexical acquisition. Two groups of advanced adult EFL learners were assigned to the treatment and control group. T...
This study seeks to test the claim put forward by Van Patten (1996, 2004a) in the Input Processing approach that focusing learners’ attention on interpreting the meaning of various language forms is s...
In Inner Mongolia Autonomous Region, many Mongolian students are learning English as a third language. In the process of L3 teaching and learning, their mother tongue Mongolian, second language Chines...
In an attempt to understand and explain first language (L1) acquisition and second language (L2) acquisition scholars have put forward many theories. These theories can aid language teachers to unders...
Four practical approaches taken by teachers in their attempts to help students acquire the minimum sight vocabulary necessary for reading English for Science and Technology (EST) texts are described...
Acquisition of Romance languages。
Mastering vocabulary that is specific to their field is a challenge for L2 learners in professional programs and this often affects their performance in the core area of study and interactions in futu...

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