6 results
A longitudinal study into learners’ productive collocation knowledge in L2 German and factors affecting the learning
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- Journal:
- Studies in Second Language Acquisition / Volume 45 / Issue 2 / May 2023
- Published online by Cambridge University Press:
- 06 October 2022, pp. 503-525
- Print publication:
- May 2023
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FORMAL VERSUS INFORMAL L2 LEARNING: HOW DO INDIVIDUAL DIFFERENCES AND WORD-RELATED VARIABLES INFLUENCE FRENCH AND ENGLISH L2 VOCABULARY LEARNING IN DUTCH-SPEAKING CHILDREN?
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- Journal:
- Studies in Second Language Acquisition / Volume 44 / Issue 1 / March 2022
- Published online by Cambridge University Press:
- 08 April 2021, pp. 87-111
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- March 2022
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Young learners’ L2 English after the onset of instruction: longitudinal development of L2 proficiency and the role of individual differences
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- Journal:
- Bilingualism: Language and Cognition / Volume 24 / Issue 3 / May 2021
- Published online by Cambridge University Press:
- 29 January 2021, pp. 439-453
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THE RETRIEVABILITY OF L2 ENGLISH MULTIWORD ITEMS IN A CONTEXT OF STRONGLY FORM-FOCUSED EXPOSURE: WHAT MATTERS?
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- Journal:
- Studies in Second Language Acquisition / Volume 43 / Issue 5 / December 2021
- Published online by Cambridge University Press:
- 11 August 2020, pp. 1040-1067
- Print publication:
- December 2021
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Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important?
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- Journal:
- Bilingualism: Language and Cognition / Volume 23 / Issue 1 / January 2020
- Published online by Cambridge University Press:
- 18 February 2019, pp. 171-185
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Chapter 3 - Learners' response behaviour in Yes/No Vocabulary Tests
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- Book:
- Modelling and Assessing Vocabulary Knowledge
- Published online:
- 04 May 2010
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- 28 August 2007, pp 59-76
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