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Showing 131 - 140 results of 201 for Less Commonly Taught Languages

Textual, genre and social features of spoken grammar: A corpus-based approach
...taught grammar as a set of rules, but even if they can apply the rules to exercises successfully during the lesson, they don’t seem to be able to activate their knowledge of the rules when they are ...

by Carmen Pérez-Llantada
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar

Early effects of technology on the oklahoma choctaw language community
...less provided valuable lessons about the details of distance learning to the members of the Language Program. They allowed the Internet division of the Language Program to build a curriculum that woul...

by Marcia Haag, F. Wayne Coston
in Volume 06 Number 2, May 2002 Special Issue Technology and Indigenous Languages

Review of Contemporary Computer-Assisted Language Learning
...less commonly taught languages (LCTL) are at the center of Chapter 16. Richard Robin, firstly, discusses how to define a LCTL in terms of the characteristics that are “subject to the offerings and c...

by Ciara Wigham
in Volume 17 Number 2, June 2013

Review of Teaching Literature and Language Online
...less commonly taught languages. In the next chapter, Kristine Blair draws on Lee Shulman (2005)’s concept of “signature pedagogies” and Chickering and Gamson (1987)’s “Seven Principles for Undergrad...

by David Malinowski
in Volume 15 Number 2, June 2011

Ecological semiotics: Multimodality, multilingualism, and situated language learning in the AI era
...less commonly taught languages for which there is typically less pedagogical material available (Godwin- Jones, 2025d). The wide knowledge base of AI systems also could be advantageous for creating l...

by Robert Godwin-Jones
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Evaluating automatic detection of misspellings in German
...less substantially from the target words, that is, errors that resembled those made by typical native speakers. While not conducting an empirical analysis, Kese et al. (1992), nevertheless, note sho...

by Anne Rimrott, Trude Heift
in Volume 12 Number 3, October 2008

Concordancers and dictionaries as problem-solving tools for ESL academic writing
...taught to abandon the expectation that reference resources work for them, helping them to complete the same writing tasks with less time and effort and taught instead to view them as tools that one ...

by Choongil Yoon
in Volume 20 Number 1, February 2016

Triadic scaffolds: Tools for teaching english language learners with computers
...languages) teacher makes use of the computer to capture, motivate, and anchor learner attention to, and render comprehensible the target language they hear and see on and around the computer screen....

by Carla Meskill
in Volume 09 Number 1, January 2005

EFL adolescents’ engagement in artificial intelligence and peer interaction
...taught by English Teacher A. Two classes from School B (25–27), taught by English Teacher B, served as the control group. Before the intervention, students took a district-administered diagnostic ...

by Juhee Lee
in Volume 29 Number 1, 2025

Can I Say Something? The Effects of Digital Gameplay on Willingness to Communicate
...languages) are taught as a foreign language, and where students have limited access to opportunities for target language production, games can possibly play a role. Particularly, this may be the cas...

by Hayo Reinders, Sorada Wattana
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning