Bibliografías temáticas / English language acquisition

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Literatura académica sobre el tema "English language acquisition"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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Artículos de revistas sobre el tema "English language acquisition"

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Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (2017): 297. http://dx.doi.org/10.7203/normas.v7i2.11166.

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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but w
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Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (2017): 297–302. http://dx.doi.org/10.7203/normas.7.11166.

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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but w
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Liang, Ruohan, and Junxiao Zhang. "Exploring the Influence of L1 Chinese on L2 English Acquisition." Lecture Notes in Education Psychology and Public Media 18, no. 1 (2023): 239–44. http://dx.doi.org/10.54254/2753-7048/18/20231327.

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The impact of L1 Chinese on L2 English acquisition has received more attention as more Chinese students study English as a second language. This paper reviews previous research on Second Language Acquisition (SLA) and introduces some factors that can influence language transfer. The writers focus on three linguistic aspects, syntax, lexicon, and phonology, to explore how English as Second Language (ESL) learners L1 Chinese has influenced their English acquisitions. Results found that: 1) Syntax: The syntax structure includes many factors influencing Chinese learners English acquisition, such a
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Lowdermilk, John, Cheryl Fielding, Raúl Mendoza, Román García de Alba, and Cynthia Simpson. "Selecting English Language Acquisition Technology." Journal of Special Education Technology 27, no. 1 (2012): 77–80. http://dx.doi.org/10.1177/016264341202700107.

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Huffines, Marion Lois. "Acquisition Strategies in Language Death." Studies in Second Language Acquisition 13, no. 1 (1991): 43–55. http://dx.doi.org/10.1017/s0272263100009712.

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Nonsectarian Pennsylvania Germans who are the first generation in their families to learn English natively, often attempt to learn the Pennsylvania German that their families no longer regularly use. This study assesses the process of acquiring a dying language by investigating learners' use of the Pennsylvania German dative case. Learning strategies are remarkably free of reliance on English rules. Evidence indicates that speakers rely on what they have learned and seek analogies within Pennsylvania German, resorting to English only when other strategies fail. The search for near-congruity id
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Nurmurodova, Kamola Jonuzoqova. "ANALYSIS OF A LEARNER’S ENGLISH LANGUAGE ACQUISITION PROCESS." Frontline Social Sciences and History Journal 02, no. 12 (2022): 91–100. http://dx.doi.org/10.37547/social-fsshj-02-12-11.

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Foreign language acquisition process is challenging particularly there is less atmosphere to use the language in communication. In this article, one learner of English language in Uzbekistan has been observed and analysis process, inter language problems and several solutions are offered to improve his communications skills. Initially, learner profile is presented where all information has been taken from needs analysis and grammar point to remedial teaching is theoretically analyzed and specific lesson plan is offered to pass the learner’s from inter language.
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Keffala, Bethany, Jessica A. Barlow, and Sharon Rose. "Interaction in Spanish–English bilinguals’ acquisition of syllable structure." International Journal of Bilingualism 22, no. 1 (2016): 16–37. http://dx.doi.org/10.1177/1367006916644687.

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Aims and objectives/purpose/research questions: This study investigated whether language-specific syllable type frequency and complexity exerted cross-language influence on Spanish–English bilingual children’s acquisition of syllable structure. Design/methodology/approach: We compared the accuracy of bilingual and monolingual children’s singleton coda and onset cluster productions from Spanish and English single words elicited via a picture-naming task. Task stimuli provided multiple opportunities to produce all possible singleton coda and onset cluster types in each language. Data and analysi
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Dávila, Alberto, and Marie T. Mora. "LEP Language Disability, Immigration Reform, and English-Language Acquisition." American Economic Review 106, no. 5 (2016): 478–83. http://dx.doi.org/10.1257/aer.p20161113.

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Policy might partly shape the English-language acquisition of Hispanics migrating to the U.S. mainland, particularly policies related to limited-English-language disability benefits and immigration reform. Using data from the American Community Survey, we find that island-born Puerto Ricans on the U.S. mainland, as U.S. citizens, may have lower incentives to learn English than Hispanic immigrants because of their higher participation in LEP disability programs. However, among Mexican immigrants, recent immigration reform aimed at interior enforcement might have increased incentives for Mexican
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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posit
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Iakovleva, Tatiana. "Typological constraints in foreign language acquisition." Language, Interaction and Acquisition 3, no. 2 (2012): 231–60. http://dx.doi.org/10.1075/lia.3.2.04iak.

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This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of consider
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Tesis sobre el tema "English language acquisition"

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Al-Alami, Suhair. "Utilising fiction to promote English language acquisition." Thesis, Aston University, 2012. http://publications.aston.ac.uk/18726/.

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Towards the end of the university stage, students residing in the United Arab Emirates and specialising in subjects other than English are expected- amongst other university requirements- to have acquired adequate communicative competence as well as a repertoire of critical thinking skills. Despite the efforts made within the field of teaching English to EFL university students in the country, the output gained in terms of acquired skills and competencies is still below expectations. The main concerns of the current thesis are, therefore, a) to investigate the factors which inhibit EFL univers
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Chiu, Lai-wan Hazel. "Consciousness-raising and the acquisition of grammar." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161823.

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Gardner, Eliza Racquel. "Language Acquisition with English Language Learners Who Have Developmental Delays." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6725.

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The current study examined the effects of language instruction with two preschool age students who are English language learners who have developmental delays using the incidental teaching method. Language targets were randomly chosen according to the language level of each student and the targets were either in Spanish (L1) or English (L2). The students were in a special education classroom and researchers worked with them one-on-one, using the natural learning environment to teach and to better implement learning objectives. Targets were withheld during play and students had to mand, tact, o
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Parrilla, Larissa Karina. "Multimedia Technologies' Influence on Language Acquisition in English Language Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2682.

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English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanin
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Jakielski, Kathy Jo. "Motor organization in the acquisition of consonant clusters /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Itani-Adams, Yuki. "One child, two languages : bilingual first language acquisition in Japanese and English." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (PT) (Pienemann, 1998a). The informant of this study is Hannah, who was raised in Australia in a one-parent one-language environment from birth. Hannah’s speech production in each language was collected in a language-specific setting with different interlocutors (i.e., Japanese with the Japanese-speaking mother and English with the English-speaking father), from the time she was 1; 11 (one year and eleven months) until she was 4;10. This st
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Itani-Adams, Yuki. "One child, two languages bilingual first language acquisition in Japanese and English /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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Thesis (Ph.D.)--University of Western Sydney, 2007.<br>A thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
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Mohamed, Ayman Ahmed Abdelsamie Larson-Hall Jenifer. "Investigating incidental vocabulary acquisition in ESL conversation classes." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12165.

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Yam, Pui Suen Josephine. "The acquisition of English consonant clusters by Hong Kong learners." access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3203176.

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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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Libros sobre el tema "English language acquisition"

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Lightbown, Patsy. Language acquisition. Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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Lightbown, Patsy. Language acquisition. Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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Holzhauser-Peters, Leslie. Language learning experiences: Practical language activities & reproducible activity reviews. ECL Publications, 1986.

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Syamala, V. Language acquisition, theory and practice. DLA Publications, 1993.

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Vásquez, Anete. Teaching language arts to English language learners. Routledge, 2010.

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Vásquez, Anete. Teaching language arts to English language learners. Routledge, 2010.

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Sridhar, Kamal K. English in Indian bilingualism. Manohar Publications, 1989.

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Harley, Brigit. Age in second language acquisition. College-Hill Press, 1986.

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Chiswick, Barry R. Parents and children talk: The family dynamics of English language proficiency. IZA, 2004.

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Jasone, Cenoz, and Jessner Ulrike, eds. English in Europe: The acquisition of a third language. Multilingual Matters, 2000.

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Capítulos de libros sobre el tema "English language acquisition"

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Hardie, Andrew. "Language Acquisition." In English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_37.

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Blake, N. F., and Jean Moorhead. "Language Acquisition." In Introduction to English Language. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22869-0_2.

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Hardie, Andrew, and Silke Brandt. "First Language Acquisition." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_37.

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Kalyanpur, Maya, Padmini Bhuyan Boruah, Sarina Chugani Molina, and Sunaina Shenoy. "L2 English language acquisition." In The Politics of English Language Education and Social Inequality. Routledge, 2022. http://dx.doi.org/10.4324/9781003125488-9.

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Peters, Ann M. "From Prosody to Grammar in English." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/lald.24.07pet.

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Atiles, Amy. "Chapter 8. Offline L2-English relative clause attachment preferences." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.70.08ati.

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This paper adds to the debate on second language (L2) relative clause (RC) attachment preferences by investigating offline L2-English preferences by first-language (L1) speakers of Japanese, which has strong head-finality and free word order (Ito et al., 2021; Kamide &amp; Mitchell, 1998; Yamada et al., 2017). A forced-choice task tested L1-English and L1-Japanese/L2-English speakers with RCs that were pragmatically disambiguated to bias high or low attachment or had neutral bias. The L2 group’s high-attachment preference across all conditions compared to L1-English speakers was statistically
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Liu, Yi, and Kook-Hee Gil. "Chapter 4. Second language acquisition of English plurals by Chinese learners." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.70.04liu.

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Previous research supported the proposal that multiplicity inferences (i.e., the more than one interpretation) associated with English plural morphology are scalar implicatures (Tieu et al., 2014). The current study extends the research to second language (L2) acquisition by testing Chinese-speaking learners of English. Using a Truth Value Judgment Task (TVJT) adapted from Tieu et al. (2014), we compared the interpretations of English bare plurals among Chinese adult learners and native English speakers. Results indicate that the interpretive pattern of Chinese learners closely aligns with tha
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Geis, Michael L., and Linda L. Harlow. "Politeness strategies in French and English." In Studies on Language Acquisition. Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110219289.2.129.

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Ionin, Tania, and Chung-Yu Chen. "Chapter 12. There isn’t a problem with indefinites in existential constructions in L2-English." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.70.12ion.

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This is an exploratory study of how both native English speakers and L1-Mandarin L2-English learners judge different types of indefinites in both existential there-constructions and copular constructions with an indefinite subject. Unlike English, Mandarin lacks an a/one distinction, has two different types of existential constructions, and lacks numeral partitives. It is argued that target differentiation among indefinite types and syntactic constructions presents a Poverty of the Stimulus problem. Learners are found to overcome this problem: while there is limited evidence of L1-transfer fro
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Tsimpli, Ianthi Maria, and Anusha Balasubramanian. "Chapter 15. Multilingualism, linguistic diversity, and English in India." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.70.15tsi.

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This chapter explores bi-/multilingualism in the Indian context, summarizing findings from the MultiLiLa project which addressed the persistent challenge of low learning outcomes in India. The research covered diverse geographical settings and employed a comprehensive methodology. We present quantitative findings from classroom observations, emphasizing the extent of English input in primary school. Linking learners’ home language profiles, school language exposure, and performance on cognitive and linguistic tasks, the chapter also explores English narrative retellings as a lens for understan
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Actas de conferencias sobre el tema "English language acquisition"

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Ravichandran, Kathiravan, B. Anita Virgin, Surekha Patil, Gulnaz Fatma, Manikandan Rengarajan, and B. Kiran Bala. "Gamifying Language Learning: Applying Augmented Reality and Gamification Strategies for Enhanced English Language Acquisition." In 2024 Third International Conference on Smart Technologies and Systems for Next Generation Computing (ICSTSN). IEEE, 2024. http://dx.doi.org/10.1109/icstsn61422.2024.10670787.

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Li, Xing. "Intelligent Tutoring System for English Language Acquisition Based on Computer Algorithms." In 2024 3rd International Conference on Data Analytics, Computing and Artificial Intelligence (ICDACAI). IEEE, 2024. https://doi.org/10.1109/icdacai65086.2024.00048.

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Mohana, R., K. Chandra Sekhar, Santoshi Sen Gupta, K. S. Punithaasree, Giftsy Dorcas E, and S. Muthuperumal. "Increasing Learner Engagement in English Language Acquisition Through AI-Powered Gamification." In 2024 International Conference on Artificial Intelligence and Quantum Computation-Based Sensor Application (ICAIQSA). IEEE, 2024. https://doi.org/10.1109/icaiqsa64000.2024.10882349.

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Satake, Yoshiho. "VIRTUAL REALITY VS. POWERPOINT IN ENGLISH LANGUAGE TEACHING: EFFECTS ON FLUENCY AND VOCABULARY ACQUISITION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0653.

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Atsari, Fauzan. "Strategies in Vocabulary Acquisition." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.27.

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Mahajan, Muskan. "BELA: Bot for English Language Acquisition." In Proceedings of the Second Workshop on NLP for Positive Impact (NLP4PI). Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.nlp4pi-1.17.

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Zhao, Yanmei. "Enlightenment of Second Language Acquisition from Language Thinking in English Teaching." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.68.

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Qhobosheane, Motsamai Edward, and Pule Phindane. "SPEAKING IN A LANGUAGE VERSUS SPEAKING A LANGUAGE IN COMMUNICATIVE COMPETENCE ATTAINMENT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end125.

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"This article aimed to promote speaking skill as part of communicative competence acquisition, under the auspices of Communicative Language Teaching approach in English as a First Additional Language in intermediate phase (Grade 4-6) in Free State province township primary schools. Moreover, this article aimed to ensure that proficient learners in English are produced for the senior phase, and that the conducive communicative environment is created as well as to be sustained by all stakeholders, to enable the learners’ communicative competence acquisition, hence English is adopted as the Langu
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Deng, Yun. "English Acquisition as Second Language by Two English Major Students in China." In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.81.

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Sakai, Yuta, Kenji Sugiki, and Shigeki Matsubara. "Acquisition of useful expressions from English research papers." In 2009 Eighth International Symposium on Natural Language Processing (SNLP). IEEE, 2009. http://dx.doi.org/10.1109/snlp.2009.5340948.

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Informes sobre el tema "English language acquisition"

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada192006.

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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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&lt;p&gt;In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3&lt;sup&gt;rd&lt;/sup&gt; and 7&lt;sup&gt;th&lt;/sup&gt; grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associa
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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5865.

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Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows t
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O'Malley, J. M., R. P. Russo, and A. U. Chamot. Basic Skills Resource Center. A Review of the Literature on the Acquisition of English as a Second Language: The Potential for Research Applications. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada160395.

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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.

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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical class
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