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Academic Journal

Cross-Linguistic Differences in Prosodic Cues to Syntactic Disambiguation in German and English

Subjects: Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, Contrastive Linguistics, Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, German, Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, Psycholinguistics, Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, English, Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, English (Second Language), Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, Second Language Learning, Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, Intonation, Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, Cues, Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, Ambiguity (Semantics), Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, Sentences, Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, Native Language, Contrastive Linguistics, German, Psycholinguistics, English, English (Second Language), Second Language Learning, Intonation, Cues, Ambiguity (Semantics), Sentences, Native Language, Transfer of Training

  • Source: Applied Psycholinguistics, v35 n1 p27-70 Jan 2014. 44 pp.

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Academic Journal

Development of Vocabulary in Spanish-Speaking and Cantonese-Speaking English Language Learners

Subjects: Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Vocabulary Development, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Spanish Speaking, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Sino Tibetan Languages, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Native Language, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Second Language Learning, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Language Acquisition, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Kindergarten, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Expressive Language, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Language of Instruction, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), English (Second Language), Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), English Language Learners, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Elementary School Students, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Grade 1, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Grade 2, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Scores, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Language Tests, Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Interference (Language), Vocabulary Development, Spanish Speaking, Sino Tibetan Languages, Native Language, Second Language Learning, Language Acquisition, Kindergarten, Expressive Language, Language of Instruction, English (Second Language), English Language Learners, Elementary School Students, Grade 1, Grade 2, Scores, Language Tests, Interference (Language), Psycholinguistics

  • Source: Applied Psycholinguistics, v35 n1 p119-153 Jan 2014. 35 pp.

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Report

Sensitivity to Information Status in Discourse: Gesture Precedes Speech in Unbalanced Bilinguals

Subjects: Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Bilingualism, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Nonverbal Communication, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Mandarin Chinese, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, English (Second Language), Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Second Language Learning, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Video Technology, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Monolingualism, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Speech Communication, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Comparative Analysis, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Caregiver Child Relationship, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Nouns, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Language Acquisition, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Native Language, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Psycholinguistics, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Language Research, Bilingualism, Nonverbal Communication, Mandarin Chinese, English (Second Language), Second Language Learning, Video Technology, Monolingualism, Speech Communication, Comparative Analysis, Caregiver Child Relationship, Nouns, Language Acquisition, Native Language, Psycholinguistics, Language Research, Children

  • Source: Applied Psycholinguistics, v35 n1 p71-95 Jan 2014. 25 pp.

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Academic Journal

Predictors of Growth or Attrition of the First Language in Latino Children with Specific Language Impairment

Subjects: Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Language Skill Attrition, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Psycholinguistics, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Language Acquisition, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Spanish, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Language Impairments, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Native Language, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Hispanic American Students, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Intervention, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, English (Second Language), Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Second Language Learning, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Interpersonal Competence, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Emotional Development, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Severity (of Disability), Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Predictor Variables, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Language Usage, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Vocabulary Development, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Kindergarten, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Preschool Children, Language Skill Attrition, Psycholinguistics, Language Acquisition, Spanish, Language Impairments, Native Language, Hispanic American Students, Intervention, English (Second Language), Second Language Learning, Interpersonal Competence, Emotional Development, Severity (of Disability), Predictor Variables, Language Usage, Vocabulary Development, Kindergarten, Preschool Children, Outcomes of Treatment

  • Source: Applied Psycholinguistics, v34 n6 p1219-1243 Nov 2013. 25 pp.

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Academic Journal

A Reading-Time Study of the Main Verb versus Reduced Relative Clause Ambiguity Resolution by English Learners in Taiwan

Subjects: Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Verbs, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Phrase Structure, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Foreign Countries, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, English (Second Language), Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Second Language Learning, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Second Language Instruction, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Task Analysis, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Language Proficiency, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Profiles, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Ambiguity (Semantics), Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Native Speakers, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Syntax, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Semantics, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Pragmatics, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Language Processing, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Psycholinguistics, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Reading Processes, Verbs, Phrase Structure, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis, Language Proficiency, Profiles, Ambiguity (Semantics), Native Speakers, Syntax, Semantics, Pragmatics, Language Processing, Psycholinguistics, Reading Processes, Reading RateTaiwan

  • Source: Applied Psycholinguistics, v34 n6 p1109-1133 Nov 2013. 25 pp.

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Academic Journal

Processing of Regular and Irregular Past Tense Morphology in Highly Proficient Second Language Learners of English: A Self-Paced Reading Study

Subjects: Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Language Processing, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, English, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Morphemes, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Morphology (Languages), Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Verbs, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Second Language Learning, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Language Research, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Native Language, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, English (Second Language), Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Greek, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Second Language Instruction, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Language Proficiency, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Task Analysis, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Sentences, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Memory, Language Processing, English, Morphemes, Morphology (Languages), Verbs, Second Language Learning, Language Research, Native Language, English (Second Language), Greek, Second Language Instruction, Language Proficiency, Task Analysis, Sentences, Memory, Grammar

  • Source: Applied Psycholinguistics, v34 n5 p943-970 Sep 2013. 28 pp.

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Academic Journal

Comprehension and Error Monitoring in Simultaneous Interpreters

Subjects: Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Translation, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Syntax, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Semantics, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Spanish, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Bilingualism, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, English (Second Language), Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Second Language Learning, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Language Processing, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Error Analysis (Language), Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Short Term Memory, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Psycholinguistics, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Vocabulary, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Questionnaires, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Sentences, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Task Analysis, Translation, Syntax, Semantics, Spanish, Bilingualism, English (Second Language), Second Language Learning, Language Processing, Error Analysis (Language), Short Term Memory, Psycholinguistics, Vocabulary, Questionnaires, Sentences, Task Analysis, Error Patterns

  • Source: Applied Psycholinguistics, v34 n5 p1039-1057 Sep 2013. 19 pp.

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