Foreign language education.
概要
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書目資訊
The effects of planning with writing on the fluency, complexity, and accuracy of L2 oral narratives.
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Emotion and cognition in action: An ethnographic microanalysis of elderly language learners and their teacher.
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Validating the assumed relationship between task design, cognitive complexity, and second language task performance.
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Teacher perceptions and implementation of Positive Behavior Support in urban language immersion schools.
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Teaching Chinese in a U.S. elementary school: Identity issues and social cultural challenges.
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Indirect teacher feedback on Japanese as a foreign language learners' writings: The efficacy of corpus consultation.
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Teachers' Perceptions of the Implementation of a Multilingual Approach to Language Teaching.
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Expanding the language classroom: linguistic gains and learning opportunities through e-tandems and social networks.
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Language and culture learning abroad: Mediating pre-service world languages teachers' development of interculturality.
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Language Learning, Identity, and Agency: A Multiple Case Study of Adult Hispanic English Language Learners.
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The articulation of Korean coronal obstruents: Data from heritage speakers and second language learners.
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Explicitness of recasts, learner responses, and L2 development of Korean relative clauses: An experimental study.
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Second language acquisition of Korean evidentiality in expressions of psychological state of mind.
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LinguaFolio Goal Setting Intervention and Academic Achievement: Increasing Student Capacity for Self-Regulated Learning.
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Teaching, learning and maintenance of Chinese as a heritage language in American colleges: A classroom ethnographics study.
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Embodied activities and communicative strategies: A case study on french informal and classroom conversation.
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Multimedia mediation and Chinese orthographic character learning among non-heritage CFL beginners.
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Using tablet-based instruction to improve communicative responses in the world language classroom.
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Investigating college level students' self-efficacy and motivation when learning English as a Foreign Language.
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The reality behind the hype -- Online world language teaching and instructional design.
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Fostering students' oral proficiency during study abroad: A mixed-methods investigation of one program's response.
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Private speech as a cognitive tool in problem solving among proficient non-native speakers.
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Using computer mediation, peer review, and a writing process in a Japanese second language writing class.
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Teachers' perceptions of using web-based videoconferencing for adult virtual English language instruction.
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Exploring adult learners' perceptions and attitudes towards the use of bilingual teaching in FL/EFL classrooms.
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Identifying adult second language teachers' perspectives on andragogy linked with pedagogy in a classroom setting.
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Strategically planned versus rehearsed L2 narratives under different modality and input conditions.
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A model of situational constructs accounting for willingness to communicate at a Japanese university.
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Positive psychology and second language motivation: Empirically validating a model of positive L2 self.
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Self-perceived (non) nativeness and Colombian prospective English teachers in telecollaboration.
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Learning opportunities and outcomes of L2-L2 and L2-HL learner interaction during a collaborative writing task.
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Impact of extensive reading in a Korean EFL university setting: A mixed methods study.
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Playing by ear: Developing Spanish listening strategies through mobile learning games.
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Virtual communities of practice for non-native K-12 Spanish educators as professional development.
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The Implementation of Language-Immersion Technology, Kindergarten through Grade 5: A Multiple-Case Study.
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Sheltered Instruction Practices Used by Three Fourth Grade Teachers During Reading Instruction.
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Critical Race Analysis of the Inclusion of Historically Marginalized Students in World Languages: L'Egalite des Chances? .
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Tres Dimensiones de Aprendizaje: Language Learning Beliefs of Successful Spanish-language Learners at an HBCU.
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Metacognitive instruction in L2 French: An analysis of listening performance and automaticity.
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Rwandan University EFL Teachers' Perceived Difficulties in Implementing Communicative Language Teaching (CLT).
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Exploring the Relationship between Intercultural Competence and Academic Success among English for Academic Purposes Students.
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Teachers' Attitudes toward World Language Programs and Instructional Methods in Middle School Language Classrooms.
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Language Orientation and Student Success in Online Learning Environments: A Case Study.
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Interplay of Languaging and Gameplay: Player-game Interactions as Ecologies for Languaging and Situated L2 Development.
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Translation policies and the role of English/Spanish translation in Charlotte Mecklenburg schools.
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Oral corrective feedback and the acquisition of Chinese rule-based verb constructions.
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A critical examination of language ideologies and identities of Cambodian foreign-trained university lecturers of English.
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Not Covering but Discovering: Agency and Shared Autonomy in Deep Project-Based Language Learning.
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An Investigation of the Technology Used by Foreign Language Teachers to Teach Culture at a Public High School in Kentucky.
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An investigation of culturally competent qualities and effective leadership practices in dual immersion programs.
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Foreign teachers with foreign language accents in the classroom: Perspectives and reactions from high school students.
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La evaluacion del vocabulario en la ensenanza y el aprendizaje de Espanol como Segunda Lengua.
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Una investigacion sobre el aspecto lexico y la comparacion de su aplicacion en el idioma espanol y chino.
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Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.
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The effectiveness of iPad and computer-based recording applications on oral proficiency in a 7th grade Spanish class.
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Age and knowledge of morphosyntax in English as an additional language: Grammatical judgment and error correction.
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A qualitative case study on cell phone appropriation for language learning purposes in a Dominican context.
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Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.
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The teacher's role in developing foreign language communicative competence in english: a case of business meeting simulations.
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Second language perception and production of English regular past tense: L1 influence in phonology and morphosyntax.
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Considerations on the use of authentic children's and youth literature in the foreign language classroom.
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Improving Implicit Learning and Explicit Instruction of Adult and Child Learners of Chinese.
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Foreign language education for the 21st century: Developing intercultural competence in an online intercultural exchange.
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Elementary and middle school second language learning program models and pronunciation achievement.
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Motivation of high school students in a STARTALK Chinese Immersion Program: A Mixed Methods Case Study.
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Identifying key components of and solving problems for Chinese language curriculum design.
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Indonesian English-as-A-Foreign-Language (EFL) Learners' Experiences in Collaborative Writing.
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Exploring a Flipped Classroom Approach in a Japanese Language Classroom: A Mixed Methods Study.
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The effects of online katakana word recognition training among novice learners of Japanese as a foreign language.
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The feedback culture in translator education: A comparative exploration of two distinct university translation programs.
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Investigating Syntactic and Lexical Complexity, Accuracy, and Fluency in the Writing of Heritage Speakers of Russian.
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Isolated and integrated form-focused instruction: Novice and experienced ESL teachers' cognition.
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Using corpora in a lexicalized stylistics approach to teaching English-as-a-foreign-language literature.
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The effects of type of feedback, amount of feedback and taskessentialness in a L2 computer-assisted study.
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The Interpretation of Spanish Grammatical Aspect with Habitual and Episodic Readings and the Influence of Adverbials.
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An evaluation of a program for intentional learning: A hybrid approach to fostering learner autonomy.
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How world language teachers can incorporate many different target cultures in the classroom.
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LinguaFolioRTM Implementation at the Classroom Level A Collective Case Study of North Carolina Teachers.
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Students' Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad.
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Chinese Heritage Language School Teachers' Pedagogical Belief and Practice of the Contextualized Language Instruction.
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Comparison of the comprehension of three types of Chinese colloquial idioms by advanced Chinese L2 learners.
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Foreign language teachers' technology beliefs and implementation factors: A mixed methods study.
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The influence of interventions on reading comprehension in a second and foreign language.
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The Presentation of Literary Texts in Foreign Language Swahili Teaching and Learning Materials.
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Orientations Toward and Access to German-speaking Communities via Digital Technologies.
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Pushing for processing: The roles of depth of processing, working memory, and reactivity on comprehension.
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A mixed-methods study of academic achievement and parental perspectives in a dual language program.
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Effects of age of learning, family, and social environment on attitude and proficiency in EFL among Taiwanese adults.
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An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language.
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Learning language teaching: The interplay between teacher cognition and teacher learning.
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Foreign Language Anxiety in Traditional and Distance Learning Foreign Language Classrooms.
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The Place That Was Promised: Japanese Returnees at a Foreign Language University in Japan.
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Literacies and Engagement: Incorporating Yup'ik Literacies in a Language Arts Classroom.
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"Learning Without Intending to": A Qualitative Study of High School Students' Out-of-Class English Learning Practices.
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La tradicion de los negros lubolos: ¿Es una apreciacion o una apropiacion del candombe?
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The Interplay of Incidental Exposure, Affect, and Individual Differences in L2 Acquisition.
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Understanding Critical Cultural Consciousness through Performance Ethnography: A Study on Non-Endings and Hospitality.
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The Representation, Organization and Access of Lexical Tone by Native and Non-Native Mandarin Speakers.
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Intercultural Communicative Competence in Chinese Language Programs: Curriculum Design and Instructional Strategies.
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Causal-Effect Of Cross-Language Transfer Of Phonological Awareness: A Randomized Control Trial.
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The Influence of Self-Regulation, Motivation, Proficiency, and Gender on L2 First-Year Writing Achievement.
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Most Effective Practices for Content and Language Integrated Learning at Hyde Academy, Beijing, China.
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Assessing the Impact of Short-Term Study Abroad on L2 Learners' Attitudes Towards Spanish.
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Re-presenting China through Retranslation: A Corpus-based Study of Liaozhai Zhiyi in English.
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Explicit Teaching of Japanese Mimetic Words Using Voicing, Gemination, and Reduplication Rules.
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Japanese Native Perceptions of the Facial Expressions of American Learners of L2 Japanese in Specified Contexts.
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The teachability of situation-bound utterances in modern Chinese as a foreign language context.
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effects of high variability phonetic training on monosyllabic and disyllabic Mandarin Chinese tones for L2 Chinese learners.
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Exploring depth of vocabulary knowledge among CFL learners of higher proficiency levels.
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Learning the Chinese language using a performed culture pedagogical approach: A case study of middle school students.
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Developing thinking in L2 speaking: Evidence from spatial-temporal system in Chinese and English learners.
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The processing and production of prosodic focus in French by native and non-native speakers.
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The role of discourse context and verb class in native and nonnative Spanish postverbal subjects.
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(Re)structuring structures, speech and selves: Yoruba language learning and redevelopment in Salvador da Bahia, Brazil.
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American Learners' Perceptions of the Pragmatics of German Interactions: What do Germans Really Mean?
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A Sociocultural Analysis of Motivation for Learning the Japanese Language in Contemporary Hong Kong.
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Motivational orientations of American and Russian learners of French as a foreign language.
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Examining how post-secondary L2 readers make use of background knowledge when reading literary texts: An exploratory study.
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Student proficiency in Spanish taught by native and nonnative Spanish instructors: A quantitative correlational study.
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A correlational study: Personality types and foreign language acquisition in undergraduate students.
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A Second Language Learning Model and Curriculum at Red Cloud Indian School: A Case Study of Lakhˇota Language Program.
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Co-constructing turns as interactional competence: Collaborative turn sequences in L1 and L2 Spanish.
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A Qualitative Case Study of Spanish Teaching Assistants and Online Language Instruction.
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Learning Another Language with Conceptual Tools: An Investigation of Gal'perin's Concept-Oriented Instruction.
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Teachers' Beliefs and Practices about Grammar Teaching in Public High Schools in Kosovo.
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Teacher Perceptions of Fostering Student Engagement Through the Use of the TPRS World Language Instructional Method.
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The effect of stereoscopic three-dimensional images on recall of second language vocabulary.
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Individual Differences and Linguistic Factors in the Development of Mid Vowels in L2 Spanish Learners: A Longitudinal Study.
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Integrating language and culture through conceptual metaphor in teaching Chinese as a foreign language.
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Effect of Mindfulness Training on Interpretation Exam Performance in Graduate Students in Interpreting.
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Students' and instructors' perceptions of tone pedagogy: A qualitative, collective case study.
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Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language.
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How an International Spanish Academy Bilingual Program Affects Student Motivation for Spanish Language Learning: A Case Study.
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"We Speak 'Hola' In School": A Case Study of Global Education in a Partial-Immersion Spanish Preschool.
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Examining World Language Teacher's Maximized Language Use in the Teaching of Novice Learners.
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Teachers' Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction.
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Teaching Chinese through integrating songs in task-based learning: A teacher action research project.
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Literature Circles: Their Effectiveness in Developing Literacy Skills in a Foreign Language.
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A Comparison of Fourth-Grade Students Taught in English-Only Classrooms and Spanish-Only Classrooms in the Same District.
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Interlanguage pragmatic development in native speaker/nonnative speaker participatory online environments.
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A singing approach to Shared Reading: The effects upon U.S. kindergarteners' Chinese vocabulary acquisition and retention.
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Teaching Culture in Chinese University EFL Classrooms: Understanding Instructors' Perspectives and Pedagogical Decisions.
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Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom.
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The Efficacy of Translation and Oral Corrective Feedback in Promoting Language Proficiency Development.
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Learning How to Learn: Students' Interactions with the Online Components of a Flipped Spanish Language Program.
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Distributed leadership and underperforming world language teaching: Building-level and department leaders' perspectives.
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A Qualitative Case Studying Collaboration Use to Improve Listening Instruction in Taiwanese Secondary Schools.
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Relative Importance of Anxiety and Motivational Variables in Predicting Language Achievement for College Learners of Chinese.
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Perceptions of selected Libyan English as a foreign language teachers regarding teaching of English in Libya.
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The Expression of Identifiability and Accessibility in Adult German Language Learners.
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Cognitive Task Complexity, Foreign Language Anxiety and L2 Performance in Spanish: A Task-Based Language Teaching Perspective.
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Vocabulary-Learning Strategies of Students Learning Chinese as a Foreign Language in an Intensive-Training Setting.
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Content and Language Integrated Learning: A Case Study of Teacher Instructional Practices in Cantabria, Spain.
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Virtual Reality Training: Reducing Social Distance Abroad and Facilitating Spanish Second Language Acquisition.
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The Impact of Collaborative Writing on L2 Writing Development and L2 Learning In the EFL College Context.
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Relationships Between Students' Perceptions, Preferences, and Satisfaction of Online and Traditional Courses.
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High School World Language Teacher Perspectives on Computer-Mediated Communication Applications.
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The Evaluation of a Chinese-Language Teacher-Certification Program in an East-Coast State.
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What do Teachers of Chinese as a Foreign Language Believe about Teaching Chinese Literacy to English Speakers?
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Understanding Chinese Language Teachers' Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective.
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Task-Based Language Teaching for Chinese as a Second Language: Teaching Practice and Teacher Cognition.
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Understanding the Identity Formation Process of CSL Learners: A Sociocultural Integrative Approach.
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Foreign Language Anxiety, Sexuality and Gender: Lived Experiences of Four LGBTQ+ Students.
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The Interactive Effects of Task Complexity, Task Conditon, and Cognitive Individual Differences on L2 Writing.
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Teachers' Smiling during Oral Corrective Feedback and Its Impact on Learner Uptake in L2 Classrooms.
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Spanish Heritage Language Acquisition, Attrition, and Re-acquisition: The Journey of Heritage Language Learners.
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"Speak English": Challenges of and Opportunities for Implementing National Education Language Policy in Rural Nicaragua.
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World Languages Coursework and Intercultural Sensitivity in American Higher Education.
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Understanding Information Technology Acceptance and Effectiveness in College Students' English Learning in China.
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A Community Cultural Capital Approach: Bilingual Teachers' Perceptions and Impact in their Dual Language Immersion Classroom.
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English Prosodic Marking of Information Structure by L1-Japanese Second Language Learners.
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Spanish and English Guided Reading for English Language Learners: A Nonequivalent Quantitative Quasi-Experimental Study.
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Effects of Annotation Sharing and Guided Annotation Strategies on Second Language Reading.
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Acquisition of Word Spellings and Meanings during Reading in Nonnative Chinese Speakers.
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Teachers' Perceptions of Their Self-Efficacy and Multicultural Competence in Working with English Language Learners.
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Digital Storytelling for Non-Background Learners of Chinese: A Case Study of a Primary School in Australia.
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Using Game-Based Learning to Motivate Australian Primary School Students in Learning the Chinese Language.
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Making Hanzi Learnable for Nonbackground Beginning Learners: An Action Research Study in a Primary School in Australia.
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Exploring Corpus Use in Second Language Vocabulary Learning: Toward the Establishment of a Data-Driven Learning Model.
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Building the Nest: How Native English Speaking Teachers (NESTs) in the TEFL Field Develop Intercultural Competence.
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Adult Language Instructors' Experiences Regarding Vocabulary Instruction and Synformy.
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Constructing Informal Diagnostic Reading Assessment Instruments for Lower-Level Chinese as Second Language Readers.
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Situation-Bound Utterances as Main Supporters of Chinese as a Second Language Learners' Conceptual Socialization.
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Chinese as A Foreign Language: A Narrative Inquiry into Canadian Teacher Candidates' Reciprocal Learning in China.
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The Impact of Explicit Vocabulary Instruction on L2 Advanced Chinese Learners' Vocabulary Retention.
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Foreign Language Anxiety among International Students from Confucian Influenced East Asian Countries.
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Phonemic and Phonotactic Inference in Early Interlanguage: Americans Learning German Fricatives in L2 Acquisition.
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A Qualitative Case Study of the Effect of Incorporating Content-Based Instruction into Foreign-Language Education.
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Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment.
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Workplace Listening Comprehension of Thai Undergraduates in an Asian English as a Lingua Franca Context.
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The Effects of the Great Textual Shift: Spatial Multimodality and Second/Foreign Language Reading.
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