Bibliografías temáticas / English language Folklore Second language acquisition

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Literatura académica sobre el tema "English language Folklore Second language acquisition"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 8 de febrero de 2022

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Artículos de revistas sobre el tema "English language Folklore Second language acquisition"

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Yappi, Shierly Novita y Dina Astriana. "Using Story Telling for Teaching Language Skills to Intermediate Level Students". JournEEL (Journal of English Education and Literature) 1, n.º 1 (28 de junio de 2019): 31–44. http://dx.doi.org/10.51836/journeel.v1i1.39.

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Storytelling is a compelling tool for students to learn English through stories. Encouraging students to read or listen to stories sould therefore help them to learn a second language in a way that is not only fun, but memorable.Learners of English should practice and improve their skills in Reading, listening, writing, and speaking. Some materials may promote the completeness of learning this second language acquisition. However, using storytelling for intermediate level students is a creative way to have the students reinforce more on listening the story, re-writing the script, comprehending the chronological order, and speaking the opinion on the content. In addition, telling a folklore or fairytale is interesting and easy to comprehend. These student’s presentation show how they can manage the body movement, facial expression, and inflexion for making the story understandable by the listeners. The activities may be varied for individual or group based on the situation of the classroom teaching and learning. Thus, the teacher should guide them with detail instruction, as consequence, the students know what to do and what to learn. This technique is known as learning by doing in which learners gradually improve the fluency of speaking, the reading comprehension, and writing performance. Furthermore, the analysis shows how the effects of using storytelling enhance the areas of students’ weaknesses in English to be their strengths.
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Lotze, Nathaniel. "Second Language Acquisition Applied To English Language Teaching". TESOL Journal 10, n.º 1 (marzo de 2019): e00414. http://dx.doi.org/10.1002/tesj.414.

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Azhar, Shopia. "SECOND LANGUAGE ACQUISITION IN TEACHING ENGLISH AS A SECOND LANGUAGE". ETERNAL (English, Teaching, Learning and Research Journal) 2, n.º 2 (30 de diciembre de 2015): 331–43. http://dx.doi.org/10.24252/eternal.v12.2015.a12.

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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition". EUROSLA Yearbook 6 (20 de julio de 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 posits a dual mechanism for morphological processing. In addition, no principal difference between the L2 and the L3 Spanish learners was identified. A follow-up experiment on L2 English was therefore carried out testing 26 native speakers of Chinese and 17 native speakers of English using a written production task eliciting English regular and irregular past tense forms for both real verbs and nonce verbs. The findings suggested that native and non-native English speakers’ performances pattern similarly. It seems that L2 English plays a crucial role in Chinese speakers’ L3 Spanish morphological representation and in their similar performance to the L1 English-L2 Spanish speakers.
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Buckledee, Steve. "Motivation and Second Language Acquisition". ELOPE: English Language Overseas Perspectives and Enquiries 5, n.º 1-2 (16 de junio de 2008): 159–70. http://dx.doi.org/10.4312/elope.5.1-2.159-170.

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A feature of Italian universities is the high student drop-out rate in nearly all degree courses. It is likely that among the causes of this phenomenon a significant factor is loss of motivation. This study represents the first stage of a longitudinal research project aimed at monitoring students’ motivation levels over a three-year period. At the beginning of the academic year 2008-2009 a questionnaire was administered to 150 newly enrolled students of English at the University of Cagliari in Italy. The closed-response items were designed to measure the respondents’ instrumental and intrinsic motivation. The responses were then considered in the light of the following variables: age, gender, level of competence in English and choice of degree course. The major finding was that a clear majority of respondents reported a considerably higher level of intrinsic than instrumental motivation, while the most significant variables were shown to be competence level and choice of degree.
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Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, n.º 2 (junio de 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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Kalisa, Pasca. "Communication Strategies in English Second Language Acquisition". Language Circle: Journal of Language and Literature 14, n.º 1 (1 de octubre de 2019): 93–102. http://dx.doi.org/10.15294/lc.v14i1.21475.

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This research aims to describe and analyze communication strategies used by learners in the acquisition of a second language. In this case, this research analyzes the use of communication strategies in which English is the language of instruction.This study involved 21 students at the Department of English Language and Literature, in one of the state universities in Semarang, Indonesia. These students are second year students in the English Language and Literature Department. This research is a case study in the purpose of investigating the communication strategies used when the participants are engaged when the learning activities take place. The participants are given a conversation project in pairs and exposed to a variety of setting such as in the restaurant, in the professor’s room, and in a company. Data collection was carried out through video and audio recordings. The data obtained are then categorized into 13 categories of communication strategies (Dornyei, 1995) and sorted to obtain the frequency of occurrence. The findings indicate that the students mostly use time-gaining strategy (36%) to overcome the problem in their communication with the interlocutors. It is then followed by the use of meaningless words which occurs very frequently (18%) from all utterances, “repetition” strategy which occurs rather frequently about 16% of the total, literal translation (13%), and “use of non-linguistics means” (10%). In conclusion, choices of communication strategies are highly influenced by the level of the conversation tasks given (Wongsawang, 2001). The occurrence of certain types of communication strategies depends on the tasks given to the students and the level of difficulty of those tasks.
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Lowie, Wander. "Exploring a second language". EUROSLA Yearbook 5 (2 de agosto de 2005): 251–68. http://dx.doi.org/10.1075/eurosla.5.12low.

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A dynamic approach to the acquisition of morphologically complex words assumes that, initially, all words are interpreted holistically. At later stages of acquisition, increasingly more words are analyzed and morphological regularities are discovered. When productivity is defined as the chance that a newly formed word is produced on the basis of a particular affix (Baayen and Lieber, 1991), discovering morphological regularity can be interpreted as discovering productivity. This study finds evidence that contradicts an earlier study (Lowie, 2000) which suggested that morphological productivity starts playing a role only at the most advanced levels of acquisition. The current study used response latencies to test productivity cross-sectionally by comparing English native speaker response rates to those of Dutch learners of English at different levels of proficiency. Using this paradigm, productivity was evident from the earliest stages of acquisition and, at advanced levels, awareness was found even of the productivity of marginally productive affixes.
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Aiking-Brandenburg, Marijke J. T. J., Allan R. James y Willem J. Meijs. "Suffixation and second Language Acquisition". ITL - International Journal of Applied Linguistics 87-88 (1 de enero de 1990): 65–93. http://dx.doi.org/10.1075/itl.87-88.04aik.

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The aim of the present paper was to find out which learning strategies secondary school pupils of different ages employ to acquire complex words in English as their second language: either by applying rules and analogies or by learning by heart. As a working hypothesis, it was postulated that younger pupils probably preferred the latter approach and older pupils the former. In order to test this hypothesis, a 122-item complex word derivation test was devised, containing three categories of words: (1) words of which both the base-form and the derived form had been studied, (2) words of which just the base-form had been studied and (3) words of which neither form had been studied. The test was administered to pupils in three grades of secondary school and a group of 1st year university students of English. Statistical treatment of the data neither confirmed nor falsified the original hypothesis, but it showed many correlations and gave rise to a large number of additional conclusions. Amongst other things, it was concluded that the presence of the proposed tentative change-over in learning approach, from learning words as whole entities to applying word-formation rules, may or may not have been present, but if it were, it had been completely obscured. It was evident from several different indications that a dominant influence on the pupils' scores was exerted by exposure. In addition, the data collected revealed numerous correlations concerning the influence of education level, word category, regularity, frequency, etc. Finally, suggestions are given for application of the test results in second language education in secondary school in general.
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Dian Susanthi, I. Gusti Ayu Agung, Anak Agung Istri Manik Warmadewi, Dewa Ayu Kadek Claria, I. Gusti Ngurah Adi Rajistha y Ni Putu Intan Mayang Sari. "Teaching English for Children Through Translation Perspective". International Linguistics Research 2, n.º 4 (3 de diciembre de 2019): p1. http://dx.doi.org/10.30560/ilr.v2n4p1.

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There are some ways in teaching second language for children, one of them is by introducing folklore in English. The teacher must view that the shifts may occur in teaching second language. There are some famous Indonesian folklore that have been translated into English that can be introduced for the children. In introducing the English language for children, the Indonesian folklore which is translated English is very important to be learnt, in Indonesian, for instance, English as the second language, so that there are various books which are translated into English, Folklore is one important way to learn second language. There are hundreds folklore of Indonesian and some of them are translated into English. An Indonesian language folklore may be translated into various languages like English, Japanese, etc. In teaching English for children, the teacher must understand that every language will have different structure, so that the shift may occur. In the translation, shifts can happen because one language may have different structure, rules or formation. Shifts are the phenomenon which can be found in translation, it is interesting to analyze the shifts occur in Indonesian folklore, because folklore is one media to learn English for Indonesian children. A popular Indonesian folklore entitled Bawang Merah and Bawang Putih Story were chosen to be analyzed in this study.
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Tesis sobre el tema "English language Folklore Second language acquisition"

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Randolph, Tamara Lee Dietrich. "Culture-mediated literature adult Chinese EFL student response to folktales /". access full-text online access from Digital dissertation consortium, 2000. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9988979.

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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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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.
"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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Urponen, Marja Inkeri. "Ultimate attainment in postpuberty second language acquisition". Thesis, Boston University, 2004. https://hdl.handle.net/2144/32846.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The study examined ultimate attainment m postpuberty second language acquisition and the Critical Period Hypothesis as an explanation for non-nativeness. A grammaticality judgment task acted as an assessment instrument; a subject was considered to be native-like if the individual's subtest score was greater than or equal to the mean ratings of 90% of the control group members. The native-like subtests were totaled into a nativeness score. The study consisted of 6 research questions and followup interviews with the highest scoring and lowest scoring subjects. As a methodological innovation, the selection of Finnish-born spouses of native English speakers (N=104) as subjects controlled background variables (amount and quality ofL2 exposure, amount ofL2 and Ll use, education and language learning); 80% had studied EFL. 55 subjects had age on arrival of 2:16 years and had lived in USA/Canada for 20-60 years. 88% of the control group (N=40) obtained the nativeness score 6 or 5. The grammaticality judgments of 38% of Finnish-born subjects were indistinguishable from the judgments of the control group and contradicted the Critical Period Hypothesis as an only explanation for native-like ultimate attainment. The findings also indicate that Age on Arrival and Age English as a Foreign Language Began are separate age of exposure measures. The best logistic regression model with 11 binary variables predicted nativelikeness with 76.9% accuracy; the significant predictors were Age English as a Foreign Language Began, US Education, and Length of Exposure, but not Age on Arrival. However, the youngest age on arrival group (12-15 years) outperformed all other subject groupings. Their performance did not decline with aging; the nativeness scores of other subjects declined as Age at Testing increased after the peak performance age. ANOV As for Age English as a Foreign Language Began, Length of Exposure, Total Years of Education, and Age at Testing were significant for the 104 and 55 subject groupings. The n-shaped relationship between the nativeness score and Length of Exposure explains their low correlation. Age at Testing impacted on ultimate attainment by confounding with education and other background variables (prior foreign language study, second language proficiency on arrival, multilingualism, etc.).
2031-01-01
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Wennerstrom, Ann K. "Discourse intonation and second language acquisition : three genre-based studies /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9493.

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Hoffmann, Leatrice Neves. "An accelerative psycholinguistic aproach to second language acquisition applied to english language". reponame:Repositório Institucional da UFSC, 1990. https://repositorio.ufsc.br/xmlui/handle/123456789/157638.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão
Made available in DSpace on 2016-01-08T16:45:13Z (GMT). No. of bitstreams: 1 81455.pdf: 2415574 bytes, checksum: 199d8ba8fdc459f824c28982ea1ef387 (MD5) Previous issue date: 1990
Trata de uma abordagem psicolingüística para o ensino/aprendizagem de línguas estrangeiras. Através de estudos lingüísticos e teorias cognitivas, um modelo simplificado foi desenvolvido para acelerar a aquisição da língua inglesa através do ensino das estruturas verbais. Neste estudo o modelo foi testado através de dois experimentos, quando a eficiência acelerativa desta metodologia foi investigada e comparada à metodologia comunicativa. Os resultados favoreceram a abordagem psicolingüística em termos de eficiência de ensino os estudantes submetidos a metodologia psicolingüística obtiveram melhores resultados nos aspectos da competência lingüística testados.
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Son, Sun Ah. "The acquisition of English obstruents by Korean speakers of English as a second language /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.04Mb, 235 p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3182629.

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Kwok, Wing-ki Judy. "The relationship between students' self-monitoring and performance on oral tasks". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21160740.

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Groot, Ingeborg. "Note-taking in English as a second language acquisition". Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770936.

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The purpose of this study was to investigate and describe several aspects of English as a second language (ESL) note-taking in response to lectures. The objective of this study was to analyze note-taking production. In addition, the study had hoped to trace note-taking progress as it correlated with language proficiency progress, but due to circumstances beyond the control of the researcher this idea had to be abandoned. Instead, the study focused on the first six weeks of a learner's academic semester in the target language.The researcher observed twenty students in order to obtain insights into the note-taking production of low ESL students in response to lectures. The methods used were: class observation, notebook collection, a two-part questionnaire, and a follow-up questionnaire. It was found that in the first six weeks of academic study, this group of low ESL students had difficulty taking notes due, largely, to language proficiency problems, such as the rate of delivery. Other reasons why the students had difficulties taking notes included their lack of formal training in note-taking and the fact that they were not using special strategies and skills. Thus, all this study can say about note-taking in second language acquisition is that it is difficult for low ESL students.
Department of English
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Yuan, Boping. "Directionality of difficulty in second language acquisition of Chinese and English". Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/17576.

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This thesis is concerned with the investigation of directionality of difficulty in second language acquisition (SLA) by Chinese-speaking learners learning English as a foreign language (EFL) and by English-speaking learners learning Chinese as a foreign language (CFL) . Chinese allows both subject PRO in finite clauses and object pro. However, subject PRO in finite clauses and object pro give rise to ungrammaticality in English. Unlike Chinese, in which topics can be base-generated, English does not allow a base-generated topic. Chinese and English are also different in that while English reflexives can only take a local subject in finite clauses as their antecedent (thus a short-distance reflexive), the Chinese reflexive ziji can take the matrix subject as well as the embedded subject as its antecedent (thus a long-distance reflexive) . With respect to these differences between the two languages, our focus is on whether it is more difficult for CFL learners to acquire subject PRO, object pro, base-generated topics and the long-distance reflexive in the acquisition of Chinese than for EFL learners to unlearn subject PRO, object pro, base-generated topics and the long-distance reflexive in the acquisition of English. The results of our study suggest that there is no single direction of difficulty in the SLA of Chinese and English. In terms of object pro, the direction of difficulty is from Chinese to English. However, in acquiring and unlearning the subject PRO, neither CFL learners nor EFL learners seem to have much difficulty. As for base-generated topics, it is found that the acquisition of this feature by CFL learners is more difficult than the unlearning of this feature by EFL learners. The results concerning the acquisition of the Chinese long-distance reflexive ziji by CFL learners suggest that a lack of long-distance binding for ziji is fossilized in these learners' interlanguage (IL) grammars of Chinese. Based on the findings in this study, we argue that the directionality of difficulty in SLA can only be studied with respect to individual language features and that the mere existence of relevant positive evidence in the input is not a guarantee that there will be a change in the learner's IL grammar. There are many factors involved in deciding the direction of difficulty in SLA. These factors include the availability of informative evidence to the learner, the possibility that the learner makes use of the evidence available for the restructuring of his IL grammar of the target language, the learners' ability to process the relevant data in the input, and the interaction between the structure in the learners' L1 and the inherent developmental stage of the target language.
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Libros sobre el tema "English language Folklore Second language acquisition"

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

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

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Second language vocabulary acquisition. Bern: Peter Lang, 2009.

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Introducing second language acquisition. 2a ed. Cambridge: Cambridge University Press, 2012.

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Second dialect acquisition. Cambridge: Cambridge University Press, 2010.

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Harley, Brigit. Age in second language acquisition. San Diego, CA: College-Hill Press, 1986.

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Age in second language acquisition. Clevedon: Multilingual Matters, 1986.

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Age in second language acquisition. San Diego, Calif: College-Hill Press, 1986.

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Samelson, William. English as a second language. 2a ed. Laurel, MD: Elstreet Educational, 2007.

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Kellerman, Eric. Aspects of transferability in second language acquisition. [Nijmegen]: Katholieke Universiteit te Nijmegen, 1987.

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Capítulos de libros sobre el tema "English language Folklore Second language acquisition"

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Murray, Denise E. y MaryAnn Christison. "Second Language Acquisition and Second Language Pedagogy". En 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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Suzuki, Takeshi. "Teaching Conversational Storytelling Skills to Japanese Students of English". En Readings in Second Language Pedagogy and Second Language Acquisition, 43–58. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.06suz.

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Connor, Ulla, Kristen Precht y Thomas A. Upton. "Business English". En Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, 175–94. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.12con.

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Sarko, Ghisseh. "L2 English article production by Arabic and French speakers". En Second Language Acquisition of Articles, 37–66. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lald.49.06sar.

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Mourão, Sandie. "2. Integrating and Emulating: Early English Initiatives in Portugal". En Early Instructed Second Language Acquisition, editado por Joanna Rokita-Jaśkow y Melanie Ellis, 26–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922517-005.

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Yoshitomi, Asako. "The Use of Phrasal Verbs by Japanese Learners of English". En Readings in Second Language Pedagogy and Second Language Acquisition, 201–25. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.15yos.

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Goad, Heather y Lydia White. "Articles in Turkish/English interlanguage revisited: Implications of vowel harmony". En Second Language Acquisition of Articles, 201–32. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lald.49.13goa.

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Song, Sooho. "Comparision of English Language Mode and Korean Language Mode". En Second Language Acquisition as a Mode-Switching Process, 101–9. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52436-2_6.

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Murray, Denise E. y MaryAnn Christison. "An Introduction to Second Language Acquisition". En What English Language Teachers Need to Know Volume I, 196–215. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9781351139847-14.

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García Mayo, María del Pilar. "Article choice in L2 English by Spanish speakers: Evidence for full transfer". En Second Language Acquisition of Articles, 13–35. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lald.49.05pil.

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Actas de conferencias sobre el tema "English language Folklore Second language acquisition"

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

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Sun, Yan. "Krashen's Second Language Acquisition Theory in Business English Teaching". En 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.299.

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Deng, Yun. "English Acquisition as Second Language by Two English Major Students in China". En 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.81.

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"Relevance Analysis of Second Language Acquisition and College English Teaching". En 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.060.

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"Relevance Analysis of Second Language Acquisition and College English Teaching". En 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.83.

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Kalegina, Tatiana, Aleksandra Seredina y Farida Yarullina. "THE ROLE OF THE ENGLISH LANGUAGE TRANSFER IN ACQUISITION OF ITALIAN AS A SECOND LANGUAGE". En 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1762.

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Zhang, Yafeng. "Acquisition of English Tough Construction by Chinese Learners of English as Second Language". En 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.83.

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Wang, Xinglong. "Automatic acquisition of English topic signatures based on a second language". En the ACL 2004. Morristown, NJ, USA: Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1219079.1219088.

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Rui, Chen. "A brief study on second language acquisition and Web-based English teaching". En 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887011.

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Liu, Lu. "The Application and Enlightenment of Second Language Acquisition Theory in English Teaching". En 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emim-17.2017.251.

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Informes sobre el tema "English language Folklore Second language acquisition"

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

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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, enero de 2000. http://dx.doi.org/10.15760/etd.5865.

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O'Malley, J. M., R. P. Russo y 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. Fort Belvoir, VA: Defense Technical Information Center, mayo de 1985. http://dx.doi.org/10.21236/ada160395.

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