Zeitschriftenartikel zum Thema „L2 Engagement“
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Stelma, Juup. „Developing intentionality and L2 classroom task-engagement“. Classroom Discourse 5, Nr. 2 (26.09.2013): 119–37. http://dx.doi.org/10.1080/19463014.2013.835270.
Phung, Linh. „Task preference, affective response, and engagement in L2 use in a US university context“. Language Teaching Research 21, Nr. 6 (28.12.2016): 751–66. http://dx.doi.org/10.1177/1362168816683561.
García-Castro, Verónica. „The effects of vocabulary knowledge in L2 semantic lexical engagement: The case of adult learners of English as a second language“. Indonesian Journal of Applied Linguistics 10, Nr. 1 (01.06.2020): 261–70. http://dx.doi.org/10.17509/ijal.v10i1.25068.
Deconinck, Julie, Frank Boers und June Eyckmans. „Helping learners engage with L2 words“. AILA Review 23 (09.12.2010): 95–114. http://dx.doi.org/10.1075/aila.23.06dec.
Liao, Jianling. „Metadiscourse, Cohesion, and Engagement in L2 Written Discourse“. Languages 5, Nr. 2 (05.06.2020): 25. http://dx.doi.org/10.3390/languages5020025.
Torres, Julio, und Íñigo Yanguas. „Levels of Engagement in Task-based Synchronous Computer Mediated Interaction“. Canadian Journal of Applied Linguistics 24, Nr. 2 (31.05.2021): 203–28. http://dx.doi.org/10.37213/cjal.2021.31319.
Lambert, Craig, Jenefer Philp und Sachiko Nakamura. „Learner-generated content and engagement in second language task performance“. Language Teaching Research 21, Nr. 6 (25.12.2016): 665–80. http://dx.doi.org/10.1177/1362168816683559.
Mougeon, Françoise, und Katherine Rehner. „ENGAGEMENT PORTRAITS AND (SOCIO)LINGUISTIC PERFORMANCE“. Studies in Second Language Acquisition 37, Nr. 3 (05.09.2014): 425–56. http://dx.doi.org/10.1017/s0272263114000369.
Fan, Yumei, und Jinfen Xu. „Exploring student engagement with peer feedback on L2 writing“. Journal of Second Language Writing 50 (Dezember 2020): 100775. http://dx.doi.org/10.1016/j.jslw.2020.100775.
Dörnyei, Zoltán. „Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System“. Studies in Second Language Learning and Teaching 9, Nr. 1 (22.03.2019): 19–30. http://dx.doi.org/10.14746/ssllt.2019.9.1.2.
Gonzalez Mujico, Flordelis, und David Lasagabaster. „Enhancing L2 Motivation and English Proficiency through Technology“. Complutense Journal of English Studies 27 (04.10.2019): 59–78. http://dx.doi.org/10.5209/cjes.62990.
Xiao, Yanping, Sanhong Yu, Baogong Zhu, Denis Bedoret, Xia Bu, Loise M. Francisco, Ping Hua et al. „RGMb is a novel binding partner for PD-L2 and its engagement with PD-L2 promotes respiratory tolerance“. Journal of Experimental Medicine 211, Nr. 5 (21.04.2014): 943–59. http://dx.doi.org/10.1084/jem.20130790.
Almukhaild, Haydab. „Review of Engaging language learners in contemporary classrooms; Authors: Sarah Mercer, Zoltán Dörnyei; Publisher: Cambridge University Press, 2020; ISBN: 9781108445924; Pages: 208“. Studies in Second Language Learning and Teaching 10, Nr. 4 (04.12.2020): 813–18. http://dx.doi.org/10.14746/ssllt.2020.10.4.8.
Cho, Minyoung. „The effects of prompts on L2 writing performance and engagement“. Foreign Language Annals 52, Nr. 3 (07.08.2019): 576–94. http://dx.doi.org/10.1111/flan.12411.
Zhang, Zhe (Victor), und Ken Hyland. „Student engagement with teacher and automated feedback on L2 writing“. Assessing Writing 36 (April 2018): 90–102. http://dx.doi.org/10.1016/j.asw.2018.02.004.
González Fernández, Beatriz, und Norbert Schmitt. „How much collocation knowledge do L2 learners have?“ ITL - International Journal of Applied Linguistics 166, Nr. 1 (08.06.2015): 94–126. http://dx.doi.org/10.1075/itl.166.1.03fer.
Maher, Kevin M. „Not Losing the EFL Plot: L2 Engagement through Literature (Reading Circles) and Producing Short Stories (Creative Writing Circles)“. International Journal of Applied Linguistics and English Literature 7, Nr. 5 (01.09.2018): 102. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.102.
Cheng, Mooi Tin. „Towards the Ultimate Target of L2 Acquisition:“. Asia Proceedings of Social Sciences 8, Nr. 1 (30.05.2021): 43–46. http://dx.doi.org/10.31580/apss.v8i1.1921.
Tsao, Jui-Jung, Wen-Ta Tseng, Tsung-Yuan Hsiao, Chaochang Wang und Andy Xuesong Gao. „Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance“. SAGE Open 11, Nr. 2 (April 2021): 215824402110231. http://dx.doi.org/10.1177/21582440211023172.
Qiu, Xuyan, und Yuen Yi Lo. „Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use“. Language Teaching Research 21, Nr. 6 (25.12.2016): 681–98. http://dx.doi.org/10.1177/1362168816684368.
Ji-Hyun Kim. „Learners’ Beliefs and Engagement of Grammar Correction in L2 Writing Process“. English Language Teaching 26, Nr. 1 (März 2014): 21–42. http://dx.doi.org/10.17936/pkelt.2014.26.1.002.
Durbidge, Levi. „Technology and L2 engagement in study abroad: Enabler or immersion breaker?“ System 80 (Februar 2019): 224–34. http://dx.doi.org/10.1016/j.system.2018.12.004.
Gaugler, Kevin M., und Carolyn C. Matheus. „Engineering engagement: Perceived L2 development and short‐term service learning abroad“. Foreign Language Annals 52, Nr. 2 (Juni 2019): 314–34. http://dx.doi.org/10.1111/flan.12393.
Amiryousefi, Mohammad. „The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement“. Innovation in Language Learning and Teaching 13, Nr. 2 (28.10.2017): 147–61. http://dx.doi.org/10.1080/17501229.2017.1394307.
Seibert Hanson, Aroline E., und Melisa Dracos. „The digital dilemma“. Study Abroad Research in Second Language Acquisition and International Education 4, Nr. 2 (24.07.2019): 224–51. http://dx.doi.org/10.1075/sar.18003.sei.
Aubrey, Scott. „Inter-cultural contact and flow in a task-based Japanese EFL classroom“. Language Teaching Research 21, Nr. 6 (25.12.2016): 717–34. http://dx.doi.org/10.1177/1362168816683563.
Azkarai, Agurtzane, María del Pilar García Mayo und Rhonda Oliver. „The effect of task repetition on the patterns of interaction of ESL children“. ITL - International Journal of Applied Linguistics 171, Nr. 1 (21.06.2019): 90–112. http://dx.doi.org/10.1075/itl.17034.azk.
Forster, Yannick, Viktoria Geisel, Sebastian Hergeth, Frederik Naujoks und Andreas Keinath. „Engagement in Non-Driving Related Tasks as a Non-Intrusive Measure for Mode Awareness: A Simulator Study“. Information 11, Nr. 5 (28.04.2020): 239. http://dx.doi.org/10.3390/info11050239.
Mohamed, Ayman A. „EXPOSURE FREQUENCY IN L2 READING“. Studies in Second Language Acquisition 40, Nr. 2 (19.05.2017): 269–93. http://dx.doi.org/10.1017/s0272263117000092.
Sun, Peijian Paul. „Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language“. Sustainability 13, Nr. 10 (14.05.2021): 5521. http://dx.doi.org/10.3390/su13105521.
Fernandez, Julieta, und Anna M. Gates Tapia. „An appraisal of the Language Contact Profile as a tool to research local engagement in study abroad“. Study Abroad Research in Second Language Acquisition and International Education 1, Nr. 2 (27.10.2016): 248–76. http://dx.doi.org/10.1075/sar.1.2.05fer.
Alshahrani, Ali Ayed S. „Bring a Foreign Language and Its Cultures to Saudi EFL University-Level Classrooms“. International Journal of English Linguistics 7, Nr. 4 (16.07.2017): 83. http://dx.doi.org/10.5539/ijel.v7n4p83.
Philips, Elliot A., Antonio Garcia-España, Anna S. Tocheva, Ian M. Ahearn, Kieran R. Adam, Ruimin Pan, Adam Mor und Xiang-Peng Kong. „The structural features that distinguish PD-L2 from PD-L1 emerged in placental mammals“. Journal of Biological Chemistry 295, Nr. 14 (27.12.2019): 4372–80. http://dx.doi.org/10.1074/jbc.ac119.011747.
Day, Patricia M., Yuk-Ying S. Pang, Rhonda C. Kines, Cynthia D. Thompson, Douglas R. Lowy und John T. Schiller. „A Human Papillomavirus (HPV)In VitroNeutralization Assay That Recapitulates theIn VitroProcess of Infection Provides a Sensitive Measure of HPV L2 Infection-Inhibiting Antibodies“. Clinical and Vaccine Immunology 19, Nr. 7 (16.05.2012): 1075–82. http://dx.doi.org/10.1128/cvi.00139-12.
Edstrom, Anne. „Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task“. System 52 (August 2015): 26–37. http://dx.doi.org/10.1016/j.system.2015.04.014.
Mac Lochlainn, Conchúr, Mairéad Nic Giolla Mhichíl und Elaine Beirne. „Clicking, but connecting? L2 learning engagement on an ab initio Irish language LMOOC“. ReCALL 33, Nr. 2 (23.04.2021): 111–27. http://dx.doi.org/10.1017/s0958344021000100.
Degani, Tamar, Hamutal Kreiner, Haya Ataria und Farha Khateeb. „The impact of brief exposure to the second language on native language production: Global or item specific?“ Applied Psycholinguistics 41, Nr. 1 (04.11.2019): 153–83. http://dx.doi.org/10.1017/s0142716419000444.
Wu, Manfred Man-fat. „Integration of arts into second language curriculum from a Kantian perspective“. Applied Linguistics Review 11, Nr. 4 (26.11.2020): 677–700. http://dx.doi.org/10.1515/applirev-2018-0108.
Chen, Tiancheng, und Jing Chen. „Effects of Study-Abroad Experiences on Chinese Students ’ L2 Learning Activities and Study-Abroad Motivations“. Chinese Journal of Applied Linguistics 44, Nr. 1 (01.03.2021): 21–34. http://dx.doi.org/10.1515/cjal-2021-0002.
Liang, Lijuan, und Baoguo Chen. „The impact of language proficiency on the time course and neural basis of L2 semantic access in bilinguals“. International Journal of Bilingualism 24, Nr. 4 (30.12.2019): 840–60. http://dx.doi.org/10.1177/1367006919897851.
Qian, Yamin. „Motivation to English Academic Writing: Chinese Students’ Literacy Autobiography“. Theory and Practice in Language Studies 9, Nr. 5 (01.05.2019): 530. http://dx.doi.org/10.17507/tpls.0905.06.
Ożańska-Ponikwia, Katarzyna, Angélica Carlet und Maria Pujol Valls. „L2 Gain or L2 Pain? A Comparative Case Study of the Target Language Development among the Erasmus+ Mobility Students and Home Stay Students“. Theory and Practice of Second Language Acquisition 5, Nr. 1 (30.06.2019): 73–92. http://dx.doi.org/10.31261/tapsla.2019.05.05.
Navarro-Torres, Christian A., Dalia L. Garcia, Vrinda Chidambaram und Judith F. Kroll. „Cognitive Control Facilitates Attentional Disengagement during Second Language Comprehension“. Brain Sciences 9, Nr. 5 (27.04.2019): 95. http://dx.doi.org/10.3390/brainsci9050095.
Schleppegrell, Mary J., und Catherine L. O'Hallaron. „Teaching Academic Language in L2 Secondary Settings“. Annual Review of Applied Linguistics 31 (März 2011): 3–18. http://dx.doi.org/10.1017/s0267190511000067.
Moyer, A. „Exceptional Outcomes in L2 Phonology: The Critical Factors of Learner Engagement and Self-Regulation“. Applied Linguistics 35, Nr. 4 (04.06.2014): 418–40. http://dx.doi.org/10.1093/applin/amu012.
Carabeo, Reynaldo A., und Ted Hackstadt. „Isolation and Characterization of a Mutant Chinese Hamster Ovary Cell Line That Is Resistant to Chlamydia trachomatis Infection at a Novel Step in the Attachment Process“. Infection and Immunity 69, Nr. 9 (01.09.2001): 5899–904. http://dx.doi.org/10.1128/iai.69.9.5899-5904.2001.
Zeng, Yajun, und Christine C. M. Goh. „A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness“. Studies in Second Language Learning and Teaching 8, Nr. 2 (24.07.2018): 193–218. http://dx.doi.org/10.14746/ssllt.2018.8.2.2.
Banegas, Darío Luis, und Robert J. Lowe. „Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools“. Studies in Second Language Learning and Teaching 11, Nr. 3 (13.09.2021): 401–21. http://dx.doi.org/10.14746/ssllt.2021.11.3.5.
Lo, Siowai. „Translation for communicative purposes“. Translation and Translanguaging in Multilingual Contexts 5, Nr. 2 (24.04.2019): 185–209. http://dx.doi.org/10.1075/ttmc.00031.lo.
Lo, Siowai. „Language-related Episodes Patterns Engendered in L2 Classrooms: Pedagogical Translation Tasks Versus Monolingual Writing Tasks“. International Journal of Linguistics, Literature and Translation 4, Nr. 5 (30.05.2021): 01–19. http://dx.doi.org/10.32996/ijllt.2021.4.5.1.