Représentations et construction des connaissances sur support électronique : l'apprentissage du français langue seconde par les forums de discussions électroniques by Nathalie Gettliffe-Grant

“…Interactionist models for second langue acquisition have tried to establish a causal relationship between interaction and second language development. These models have relied on NS-NNS interactions and remain to be tested in the context of electronic network interactions. …”
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Interconnected Dynamic Components of Learner Language by Shamini Shetye

“… Second language development can be viewed as a complex and dynamic process in which learners follow non-linear trajectories and develop their language over a period of time (Larsen-Freeman, 2006). …”
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Interconnected Dynamic Components of Learner Language by Shamini Shetye

“… Second language development can be viewed as a complex and dynamic process in which learners follow non-linear trajectories and develop their language over a period of time (Larsen-Freeman, 2006). …”
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The development of the passé composé in lower-intermediate learners of French as a second language by Macaro, E, Graham, S

“…Although the passe compose is a highly used tense among native speakers of French and it appears to present particular difficulty for first-language English speakers, its second-language development has been surprisingly under-researched. …”

L1 As a Tool For Reducing the Affective Filter by Wang Hengxi, Xu Jing

“…Furthermore, this essay employs relevant theories from the three primary fields of Teaching English to Speakers of Other Languages (TESOL), which include second language development, language use, and language pedagogy. …”
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Teaching and learning English through digital game projects by Jonathan deHaan

“…There are very few investigations of game play or game culture and second language development. Language teachers and institutions must know more about games to use the media effectively. …”
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Researching Chinese History and Culture through Poetry Writing in an EFL Composition Class by Rebecca Todd Garvin

“…I further argue that creative writing in L2 academic contexts equalizes linguistic inequities, establishes a unique space for personal identity negotiation, and promotes second language development.…”
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The development of the passé composé in lower-intermediate learners of French as a second language by Macaro, E, Graham, S

“…Although the <em>passé composé</em> is a highly used tense among native speakers of French and it appears to present particular difficulty for first-language English speakers, its second-language development has been surprisingly under-researched. …”

Task Difficulty and Its Components: Are They Alike or Different across Different Macro-genres? by Afsar Rouhi, Manoochehr Jafarigohar, Yadollah Hosseini

“…Task difficulty across different macro-genres continues to remain among less attended areas in second language development studies. This study examined the correlation between task difficulty across the descriptive, narrative, argumentative, and expository macro-genres. …”
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Computerized mediated explicit instruction and EFL learners' knowledge of speech acts: Investigating the role of EFL learners’ language proficiency and perceptions by Lijia Zhong, Yanle Zhang

“…Computer-mediated explicit Instruction (CMEI) is effective in promoting second language development, particularly in the area of speech acts. …”
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Examining the Collocational Knowledge of Libyan Arabic-Speaking Learners of English in Different Learning Environments: Classroom Learning vs. Naturalistic Learning by Carima Awaj

“…The recognition that collocation is an important, yet challenging, variable in second language development has attracted extensive research into how to enhance collocation learning. …”
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A mathematics teacher’s response to a dilemma: ‘I’m supposed to teach them in English but they don’t understand’ by Sally-Ann Robertson, Mellony Graven

“…Aim: This article draws on second language teaching and learning theory to make a case for more systematic support for learners’ second language development and for legitimation of use of home language in mathematics classrooms where a different language is the official medium. …”
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ECEC Teachers’ Reported Practices and Attitudes Toward Read-Alouds in Nordic Multilingual Classrooms by Hilde Hofslundsengen, Maria Magnusson, Martina Norling, Sofie Tjäru, Hanne Næss Hjetland, Tarja Alatalo

“…Choosing simpler books might be beneficial early in second-language development, especially when using a dialogic reading style for making the book accessible to more children. …”
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Exploring the effectiveness of DMFonF on English vocabulary and grammatical plural constructions among Malaysian preschoolers by Rabiah Tul Adawiyah Mohamed Salleh, Biase, Bruno Di, Kawaguchi, Satomi, Sharifah Fatin Athira Syed Uzir

“…This approach is called Developmentally Moderated Focus-on-Form (DMFonF), an instructional intervention that integrates a communicative approach to second language teaching with a ‘focus on form’ and a psycholinguistic theory of second language development, the Processability Theory. In this study, the development of six Malaysian preschool children (mean age =5.6) were investigated in a 10-week longitudinal study. …”
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The Cambridge Handbook of Systemic Functional Linguistics / by Thompson, Geoff Editor, Bowcher, Wendy L., editor., Fontaine, Lise, editor. 564305, Schönthal, David, editor.

Impact of self-correction on extrovert and introvert students in the EFL writing progress by Hajimohammadi, Reza

“…Some studies indicate that personality traits have different types of effects on the learners’ second language development (Wang, 2004; Zhang, 2008). In addition, many studies show that corrective feedback in the classroom situation is needed for improving students’ writings (Ferris, 2001). …”
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Kuulamine – kas stress või rõõm? Eesti keele A1-taseme kuulamismaterjali loomine täiskasvanud õppijale by Mare Kitsnik, Inna Kristal

“…Compilation of Estonian A1-level listening material for adult learners For beginners of Estonian as a second language, developing listening skills often causes difficulties and stress. …”
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