- Promoting Increased Pitch Variation in Oral Presentations with Transient Visual Feedback
-
...resources of their voices beyond their own baseline values. It is possible that some
participants had been using other means, particularly intensity, to give focus to their English utterances.
The v...
by Rebecca Hincks, Jens Edlund
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation
- Methodological innovation for the study of request production in telecollaboration
-
...open role play (e.g., Economidou-Kogetsidis, 2012; Göy, Zeyrek, & Otcu, 2012; Hassall, 2001, 2012;
Otcu & Zeyrek, 2008; Woodfield, 2012). In an effort to capture even more authentic production data, ...
by Joseph D. Cunningham
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- The pedagogical mediation of a developmental learner corpus for classroom-based language instruction
-
...open it before Christmas?’
Example (9)
Hoffentlich bekommst du bald mein Paket! Freue mich schon darauf, wie dir deine
Geschenke gefallen.
‘Hopefully you will get my package soon! I am looking for...
by Julie A. Belz, Nina Vyatkina
in Volume 12 Number 3, October 2008
- Computer mediated communication: A window on L2 Spanish interlanguage
-
...resources. These tasks appear to constitute ideal conditions
Robert Blake Computer Mediated Communication: …
Language Learning & Technology 123
for SLA, with the CMC medium being no exception. In...
by Robert Blake
in Volume 04 Number 1, May 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research (Part 2)
- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
-
...Educational level: What is the learners’ educational level?
B.5.1. Primary school
B.5.2. Secondary school
B.5.3. High school
B.5.4. College or above
B.5.5. Other (Please specify)
B...
by Huifen Lin
in Volume 19 Number 2, June 2015
- Effects of corpus-based instruction on phraseology in learner English
-
...open to the students. They were not
obliged to use any of the phrases dealt with in the DDL activities. Other studies may test what students have
learnt in more controlled conditions with short-answ...
by Katherine Ackerley
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Discourse and Participation in ESL Face-to-Face and Written Electronic Conferences
-
...opened up in comparison with communication in the face-to-face milieu (Beauvois, 1992,
1998; Chun, 1994; Cooper & Selfe 1990; Neuwirth, Palmquist, Cochran, Gillespie, Hartmen, & Hajduk,
1993; Pennin...
by Michael Fitze
in Volume 10 Number 1, January 2006
- Second Language Cyber Rhetoric: A Study of Chinese L2 Writers in an Online Usenet Group
-
...open than they would be in face-to-face contexts. The lack of face-to-face contact
can reduce the possibility for a "loss of face," which could occur in a classroom if the student
demonstrates inappro...
by Joel Bloch
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Acquisition of L2 Japanese geminates: Training with waveform displays
-
...open syllable. On the other hand, in terms of production, when learners in both groups failed
to produce a geminate, the majority of their errors involved a singleton, suggesting they were not yet
c...
by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009
- Teaching German modal particles: A corpus-based approach
-
...opening of an utterance, but separate from the following proposition:
4 Doppelte als die ganze Zeit, ne. B: Eben. Is auch schön. A: Undie Arbeit ma
5 ja nichts Schlimmes! A: Ja, ne? B: Eben. Solang se...
by Martina Mollering
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
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