Relevant bibliographies by topics / Second language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Second language'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Second language"

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Bernhardt, Elizabeth B., and Stephen D. Krashen. "Second Language Acquisition and Second Language Learning." Modern Language Journal 73, no. 4 (1989): 483. http://dx.doi.org/10.2307/326882.

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Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, no. 2 (June 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.

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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.
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Akhmetovna, Joldasbaeva Palzada. "Motivation in Second Language Learning." International Journal Of Literature And Languages 5, no. 4 (April 1, 2025): 94–97. https://doi.org/10.37547/ijll/volume05issue04-25.

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Success in learning a second language is frequently correlated with the idea of "motivation." The most common theory used to explain a language learner's success or failure is motivation. The research on motivation in second language acquisition (SLA) from reputable journals in the subject was compiled and reviewed in this work. The function of motivation as one of the most significant individual differences (IDs) in second/foreign language acquisition is examined, as are its interactions with second/foreign language learning. The larger thesis of this work is that context affects motivation and its structures, therefore every situation involving language learning has a different motivational model.
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Gou, Ting. "Second language." Families, Systems, & Health 32, no. 2 (2014): 248–49. http://dx.doi.org/10.1037/fsh0000050.

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Macaro, Ernesto. "Second language teachers as second language classroom researchers." Language Learning Journal 27, no. 1 (June 2003): 43–51. http://dx.doi.org/10.1080/09571730385200071.

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Bepievi, Naira. "Teaching a Second (Foreign) Language in Diverse Classes." International Journal of Multilingual Education X, no. 3 (November 11, 2021): 74–80. http://dx.doi.org/10.22333/ijme.2021.19008.

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In diverse classes, that is, in classes in which multilingual students study, the difficulties that accompany the teaching of a second language (foreign language) should be taken into account. In schools where the Ossetian language is taught, Georgians learn this language together with Ossetian children. It is known that the Ossetian language belongs to the group of Indo-European languages and, naturally, differs from the Caucasian languages, although there are some similarities between them. This difference concerns both phonetics, morphology and syntax. In this work, we will touch upon some morphological and syntactic peculiarities, which should be known and taken into account when studying/teaching this language in diverse classes. In order to better guide the teaching/learning process, this work will analyze the ways and methods of overcoming grammatical difficulties. It should be taken into account the circumstance that in most Indo-European languages there is no category of behavior and contact. Comparative methods explain some of the characteristics of verbs, verbal nouns, prepositions, and other categories. In addition to theoretical material, the work will take into account practical exercises that will be of interest to both teachers and students.
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Ali Asiri, Hashim. "Communicative Language Teaching as a Second and Foreign Language Teaching." International Journal of Science and Research (IJSR) 11, no. 6 (June 5, 2022): 231–32. http://dx.doi.org/10.21275/sr22530151310.

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Ahibalova, Tetiana. "FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 6(74) (June 27, 2019): 150–53. http://dx.doi.org/10.25264/2519-2558-2019-6(74)-150-153.

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Kizi, Rakhimova Dilnoza Dilshod. "TEACHING SECOND LANGUAGE THROUGH COMMUNICATIVE APPROACH." American Journal of Philological Sciences 4, no. 1 (January 1, 2024): 68–73. http://dx.doi.org/10.37547/ajps/volume04issue01-12.

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The complexity of language, whether spoken or written, has led to a high demand for teaching and learning English in today's globalized world. The need for English language learning has resulted in a demand for quality teaching materials and resources worldwide. Language learning is now seen as a form of communication between users and learners. Despite this, some institutions in Uzbekistan still rely on the Grammar Translation Method (GTM), leading to proficient vocabulary, grammar, and reading skills but low proficiency in speaking. To address this, teachers are encouraged to adopt communicative language teaching methodology. The study identifies factors thatdeter teachers from implementing this approach and emphasizes the importance of following communicative language teaching at public sector colleges as an effective method. It is believed that meaningful English language teaching and learning can be achieved through proper implementation of aspects such as phonetics, phonology, morphology, syntax, and semantics.
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Aziz, Jurana. "Analyzing Errors in Second Language Acquisition." Dhaka University Journal of Linguistics 4, no. 7-8 (November 30, 2014): 157–66. https://doi.org/10.70438/dujl/478/0009.

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In a learning context, an error is very common. When we want to acquire knowledge an error occurs very often. We may say that by making an error, learning is well achieved. Error teaches our learners to perform better and helps the learning strategies to reach certain goal. This paper aims to focus on how error occurs in different learning contexts especially in the second language acquisition. Then it emphasizes some of the common issues related to error analysis and finally it examines how to overcome those problems for which a learning environment becomes erroneous.
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Dissertations / Theses on the topic "Second language"

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Chalmers, James. "How stable is second language aptitude? Effects of second language learning and language analysis training on second language aptitude test scores." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376507.

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While second language (L2) aptitude has traditionally been considered a stable individual factor in SLA, more recent research and theory has questioned this assumption (Singleton, 2017). If L2 aptitude is stable, then the implication is that this set of cognitive abilities are genetic in origin and/or limited (Skehan, 1998). On the other hand, if L2 aptitude is not stable and is sensitive to experience, then it suggests that whatever constitutes L2 aptitude can be taught to make initial L2 learning easier and faster. While more recent studies have found that the L2 learning experience itself seems to have a training effect on L2 aptitude test scores (Ganschow, 1993; Ganschow & Sparks, 1995; Sáfár & Kormos, 2008; Sparks, Ganschow, Pohlman, Skinne, & Artzer, 1992; Sparks, Ganschow, Artzer, & Patton, 1997), both the size of such training effects and the effects of direct training of L2 aptitude abilities (Politzer & Weiss, 1969) remain unclear. The current study contributes to this debate by investigating the stability of L2 aptitude test scores. Conducted over an 8-week period of L2 instruction, the study investigated whether 6 weeks of aptitude training would enhance language analytic abilities, an area less researched in previous studies. Participants were 85 university students taking an introductory Spanish course, which included 6 weeks of instruction and practice on language analysis for learning L2 Spanish. The study operationalised L2 aptitude in terms of the abilities measured by the LLAMA tests: associative memory (LLAMA B), sound discrimination (LLAMA D), sound-symbol association (LLAMA E), and language analytic abilities (LLAMA F). Pre-testing took place at the beginning of L2 instruction and post-testing was conducted after the completion of the language analysis skills instruction. Stability was investigated through changes in L2 aptitude test scores. Results showed that post-test scores were significantly higher for all LLAMA tests except for the LLAMA E (sound-symbol association), which showed a ceiling effect in both pre- and post-tests. At the whole-group level, the size of gain scores differed across all tests with the greatest gains on the LLAMA B (associative memory) and the smallest for the LLAMA F (language analytic abilities). However, at the sub-group level, it was mainly participants with lower than average pre-test scores who achieved significant gains, with comparable effect sizes across all tests (except the LLAMA E). Trainability was investigated by comparing the predictive ability of training variables (e.g. accuracy scores and speed on training tasks) with L2 aptitude pre-test scores. Results for the predictive ability of training language analytic abilities were mixed on post-test scores. A random-forest regression (see Strobl, Malley, & Tutz, 2009) found that accuracy scores on the training were more predictive of post-test scores than LLAMA pre-test scores, but a step-wise linear regression did not confirm this finding. However, training variables were important predictors in both regression models. Overall, the findings suggest that L2 aptitude scores increase over time with L2 learning experience and instruction, in line with previous longitudinal studies (Sparks, Ganschow, Artzer, & Patton, 1997). This may imply that L2 aptitude is trainable, with some training variables being important predictors of post-test scores. The sensitivity of L2 aptitude measures to L2 learning experience and instruction may have implications for the validity of static, one-off measures of L2 aptitude for predicting L2 achievement.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Hum, Lang & Soc Sc<br>Arts, Education and Law<br>Full Text
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Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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Muramatsu, Chie. "Portraits of second language learners: agency, identities, and second language learning." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4885.

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This study is a qualitative examination of second language (L2) learning processes by four advanced learners of Japanese in the community of a summer intensive full-immersion program in the United States. Using L2 socialization theory as a theoretical framework, this study conceives of L2 learning as a process of social participation in a community of practice and examines L2 learning processes by four learners, focusing on the dynamic interplay between the affordances of the social community and the agency of the individual learners. The purpose of this study is twofold: (a) It investigates the ways in which the four learners exercise their agency to pursue their goals of learning Japanese and (b) it documents how the different ways in which the four learners exercise agency form different trajectories of learning and create different experiences of L2 socialization. This study has adopted an ethnographic case study approach to the investigation of research inquiries. Through the analyses of data obtained from multiple sources, including interviews with the four learners, observations of their engagement in the community of practice of the summer intensive full-immersion program, their audio-recorded conversations with other members of the community, and various artifacts, this study explores the role of L2 learner agency in the process of L2 socialization and describes in depth their experiences of learning Japanese from their emic perspectives. The case studies of the four learners have highlighted the different ways in which they engaged in the community of practice, understood their tasks of learning Japanese, interpreted the affordances of the social community, negotiated the meaning of their participations, defined and redefined their sense of self, and eventually achieved their L2 learning goals. The findings suggest that the richness and effectiveness of a social environment are not characterized by the physical and academic affordances of a social community alone; rather they are constructed in a dynamic relation between the affordance structure of a social community and the L2 learners' agency in the pursuit of the joint enterprise of making L2 learning happen. With regard to the role of L2 learner agency, the study has foregrounded the important role of the aspirations of the four L2 learners for personal transformation and negotiation of the meaning of self of the past, the present, and the future. The findings suggest that L2 learners' diverse and complex social and personal desires for learning an L2 may not be able to be explained using the notion of investment (Norton, 1995, 2000) alone. Since the SLA debate initiated by Firth and Wagner (1997, 2007), SLA research has begun to reconceptualize L2 learners as socially situated beings with diverse needs, wants, and identities. This study presents four portraits of L2 learners who engaged in the enterprise of learning Japanese, as a means of contributing to this reconceptualization, and explores for these four learners what it meant to learn Japanese in the summer of 2010.
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McGarry, Theresa. "Language Ideology and Second Language Learning." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6144.

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Woodall, Billy Ray. "Language-switching in second language writing /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7545.

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Ghafarsamar, Reza. "Aspects of second language speech, a variationist perspective on second language acquisition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ57041.pdf.

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Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.<br>"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.
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Slocum, Sheryl. "First language status and second language writing." Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564644.

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<p> In spite of growing numbers in high schools and colleges, US-resident adolescent bilingual learners, sometimes termed "English as a second language" (ESL) or "Generation 1.5," are not succeeding academically in proportion to their monolingual English-speaking peers. This achievement gap is evident in their writing as they enter college. Depending on the elementary and secondary schools they have attended, bilingual learners may have received no extra English learning support (often termed "immersion"), ESL support classes, or bilingual education. In addition, depending on school and community resources, bilingual learners have varying knowledge of their first language (L1): some may only speak it, others may have basic L1 literacy, others may have studied their L1 as a school subject, while others may have studied in the medium of their L1, either in their family's home country or in a bilingual education program in the US. The purpose of this study is to determine which kind of English learning support and which kind of L1 education are more likely to prepare bilingual learners to write English successfully at college. </p><p> This study uses three sources of data: a survey on language background, a writing sample, and an optional interview. Twenty-nine college undergraduate bilingual learners participated. Their survey responses develop a profile of the varied kinds of English and L1 education they received. Each participant's communication course placement composition, written as she was applying to college, is analyzed with 12 different measures: six for surface features, four for discourse/rhetorical features, and two for coherence. The writing analysis scores are correlated with the survey data and enriched with interview excerpts to discover which forms of English and L1 education correlate with high or low writing analysis scores. </p><p> The results for this group of participants show that bilingual education and ESL support correlate most often with highly-rated communication placement compositions. Moreover, formal education in the L1 explains the writing analysis scores more accurately than the kind of language learning education the participants received. Interview data suggests that bilingual education and formal L1 education may assist students' English composition skills by helping them develop metalinguistic awareness.</p>
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Risner, Kevin. "A First Language in Second Language Writing." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333732768.

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Brosbois, Judith E. "Do first language writing and second language reading equal second language reading comprehension? : an assessment dilemma." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239363586.

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Books on the topic "Second language"

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Ellis, Rod. Second language acquisition & language pedagogy. Clevedon: Multilingual Matters, 1992.

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Cook, V. J. Second language learning and language teaching. 4th ed. London: Arnold, 2008.

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Prabhu, N. S. Second language pedagogy. Oxford: ELBS with Oxford University Press, 1991.

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Snape, Neal, and Tanja Kupisch. Second Language Acquisition. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-36707-5.

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James, Allan, and Jonathan Leather, eds. Second-Language Speech. Berlin, New York: DE GRUYTER MOUTON, 1997. http://dx.doi.org/10.1515/9783110882933.

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Gass, Susan M., Jennifer Behney, and Luke Plonsky. Second Language Acquisition. Fifth edition. | New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315181752.

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Danesi, Marcel. Second Language Teaching. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0187-8.

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Kroll, Barbara, ed. Second Language Writing. Cambridge: Cambridge University Press, 1990. http://dx.doi.org/10.1017/cbo9781139524551.

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Jiang, Nan. Second Language Processing. New York, NY : Routledge, [2018] | Series: Second language acquisition research series: Routledge, 2018. http://dx.doi.org/10.4324/9781315886336.

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Block, David. Second language identities. London: Continuum, 2009.

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Book chapters on the topic "Second language"

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White, Lydia. "Second Language Competence versus Second Language Performance." In Point Counterpoint, 167. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/lald.3.08whi.

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Murray, Denise E., and MaryAnn Christison. "Second Language Acquisition and Second Language Pedagogy." In What English Language Teachers Need to Know Volume I, 216–32. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9781351139847-15.

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Gass, Susan. "Second Language Acquisition." In Language Acquisition, 109–39. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230240780_6.

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Cenoz, Jasone, and Durk Gorter. "Second language acquisition and minority languages." In The Minority Language as a Second Language, 1–15. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003299547-1.

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Shohamy, Elana. "Second Language Assessment." In Encyclopedia of Language and Education, 141–49. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4419-3_14.

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O'Grady, William, and Myong Hee Choi. "Second Language Acquisition." In The Handbook of Korean Linguistics, 355–72. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118371008.ch20.

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Kim, Jeong-Young. "Second Language Acquisition." In The Handbook of Korean Linguistics, 373–88. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118371008.ch21.

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Byon, Andrew Sangpil. "Second Language Acquisition." In The Handbook of Korean Linguistics, 389–404. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118371008.ch22.

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Rieder-Bünemann, Angelika. "Second Language Learning." In Encyclopedia of the Sciences of Learning, 2980–83. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_826.

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Huebner, Thom. "Second language acquisition." In Cross Currents in Second Language Acquisition and Linguistic Theory, 3. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/lald.2.03hue.

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Conference papers on the topic "Second language"

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Abounegm, Abdelrahman, Nursultan Askarbekuly, Magomed Magomedov, and Manuel Mazzara. "Crowdsourcing for Second Language Learning." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003773.

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This work implements language acquisition and crowdsourcing techniques in a unique combination to aid with second language learning. It allows users to contribute linguistic assets, while other users vote on the quality of the assets. The system’s goal is to provide a social platform for learning and contributing to underrepresented languages. The authors establish quality attributes for the system, namely: usability, scalability, security, and portability. The resulting system is tested against these quality attributes using quality scenarios and usability testing. The implemented system is shown to possess the quality of security, scalability, and portability. Usability testing highlights the importance of user interface for crowdsourcing systems and shows possible interface improvements.
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Lehtola, A., H. Jäppinen, and E. Nelimarkka. "Language-based environment for natural language parsing." In the second conference. Morristown, NJ, USA: Association for Computational Linguistics, 1985. http://dx.doi.org/10.3115/976931.976946.

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Settles, Burr, Chris Brust, Erin Gustafson, Masato Hagiwara, and Nitin Madnani. "Second Language Acquisition Modeling." In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-0506.

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Oba, Miyu, Tatsuki Kuribayashi, Hiroki Ouchi, and Taro Watanabe. "Second Language Acquisition of Neural Language Models." In Findings of the Association for Computational Linguistics: ACL 2023. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.findings-acl.856.

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Wu, Jing, and Maria Myers. "FACILITATING SECOND LANGUAGE LEARNING USING FIRST LANGUAGE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1875.

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Sondheimer, Norman K. "Natural language interfaces." In the second conference. Morristown, NJ, USA: Association for Computational Linguistics, 1988. http://dx.doi.org/10.3115/974235.974267.

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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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Applin, Anne Gates. "Second language acquisition and CS1." In the thirty-second SIGCSE technical symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/364447.364579.

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Kameh Khosh, Neda, Ekaterina Rossinskaya, and Alexander G. Rossinsky. "POLITENESS IN SECOND LANGUAGE TEACHING." In SOCIOINT 2022- 9th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.46529/socioint.202216.

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Bond, Z. S., Thomas J. Moore, and Beverley Gable. "Listening in a second language." In 4th International Conference on Spoken Language Processing (ICSLP 1996). ISCA: ISCA, 1996. http://dx.doi.org/10.21437/icslp.1996-630.

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Reports on the topic "Second language"

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Alderks, Cathie E. An Annotated Bibliography on Second Language Acquisition. Fort Belvoir, VA: Defense Technical Information Center, June 1994. http://dx.doi.org/10.21236/ada282713.

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Shen, Wade, Jennifer Williams, Tamas Marius, and Elizabeth Salesky. A Language-Independent Approach to Automatic Text Difficulty Assessment for Second-Language Learners. Fort Belvoir, VA: Defense Technical Information Center, August 2013. http://dx.doi.org/10.21236/ada595522.

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Pratt, Vaughan R. Second Calculus of Binary Relations as a Concurrent Programming Language. Fort Belvoir, VA: Defense Technical Information Center, August 1997. http://dx.doi.org/10.21236/ada329349.

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Goldfine, Alan. Using the Information Resource Dictionary System Command Language (second edition). Gaithersburg, MD: National Bureau of Standards, 1988. http://dx.doi.org/10.6028/nbs.ir.88-3701.

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Bloomfield, Amber, Sarah C. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck, and Steven Ross. What makes listening difficult? Factors affecting second language listening comprehension. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada550176.

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Fox, Diane. Chinese voices : towards an ethnography of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5780.

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Leong, Phoebe. The Study of Malaysian Learners' Strategies while Studying a Second Language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6481.

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Bailey, Troy. Spectrographic Analysis of Second Language Speech: Investigating the Effects of L1. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6586.

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Sahat, Nazatul S., Xiao Lin Xia, Yang Yang Liu, and Yu Lin Kang. Visualizing the Effects of Emotions on Foreign Language Learning and Second Language Acquisition: A Bibliometric and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2023. http://dx.doi.org/10.37766/inplasy2023.11.0062.

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Abstract:
Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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