18 results
Framing second language comprehensibility: Do interlocutors’ ratings predict their perceived communicative experience?
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- Applied Psycholinguistics / Volume 44 / Issue 1 / January 2023
- Published online by Cambridge University Press:
- 13 February 2023, pp. 131-156
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Second language anxiety in conversation and its relationship with speakers’ perceptions of the interaction and their social networks
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- Studies in Second Language Acquisition / Volume 45 / Issue 5 / December 2023
- Published online by Cambridge University Press:
- 23 December 2022, pp. 1413-1426
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- December 2023
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EXAMINING RATER PERCEPTION OF HOLDS AS A VISUAL CUE OF LISTENER NONUNDERSTANDING
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- Studies in Second Language Acquisition / Volume 44 / Issue 5 / December 2022
- Published online by Cambridge University Press:
- 14 February 2022, pp. 1240-1259
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- December 2022
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Investigating verbal and nonverbal indicators of physiological response during second language interaction
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- Applied Psycholinguistics / Volume 42 / Issue 6 / November 2021
- Published online by Cambridge University Press:
- 31 August 2021, pp. 1403-1425
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VISUAL CUES AND RATER PERCEPTIONS OF SECOND LANGUAGE COMPREHENSIBILITY, ACCENTEDNESS, AND FLUENCY
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- Studies in Second Language Acquisition / Volume 44 / Issue 3 / July 2022
- Published online by Cambridge University Press:
- 05 August 2021, pp. 659-684
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- July 2022
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The visual signature of non-understanding: A systematic replication of McDonough, Trofimovich, Lu, and Abashidze (2019)
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- Language Teaching / Volume 56 / Issue 1 / January 2023
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- 15 June 2021, pp. 113-127
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- January 2023
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THE OCCURRENCE AND PERCEPTION OF LISTENER VISUAL CUES DURING NONUNDERSTANDING EPISODES
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- Studies in Second Language Acquisition / Volume 41 / Issue 5 / December 2019
- Published online by Cambridge University Press:
- 14 May 2019, pp. 1151-1165
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- December 2019
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PRACTICE IS IMPORTANT BUT HOW ABOUT ITS QUALITY?: CONTEXTUALIZED PRACTICE IN THE CLASSROOM
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- Studies in Second Language Acquisition / Volume 41 / Issue 5 / December 2019
- Published online by Cambridge University Press:
- 25 April 2019, pp. 999-1026
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- December 2019
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Eye gaze and L2 speakers’ responses to recasts: A systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015)
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- Language Teaching / Volume 53 / Issue 1 / January 2020
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- 18 December 2018, pp. 81-95
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- January 2020
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EYE GAZE AND PRODUCTION ACCURACY PREDICT ENGLISH L2 SPEAKERS’ MORPHOSYNTACTIC LEARNING
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- Studies in Second Language Acquisition / Volume 39 / Issue 4 / December 2017
- Published online by Cambridge University Press:
- 01 December 2016, pp. 851-868
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- December 2017
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The impact of first language background and visual information on the effectiveness of low-variability input
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- Applied Psycholinguistics / Volume 37 / Issue 2 / March 2016
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- 29 December 2014, pp. 265-283
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Comparing the effect of skewed and balanced input on English as a foreign language learners’ comprehension of the double-object dative construction
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- Applied Psycholinguistics / Volume 35 / Issue 2 / March 2014
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- 22 November 2012, pp. 419-442
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Learning a novel pattern through balanced and skewed input*
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- Bilingualism: Language and Cognition / Volume 16 / Issue 3 / July 2013
- Published online by Cambridge University Press:
- 02 November 2012, pp. 654-662
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PROMPT-TYPE FREQUENCY, AUDITORY PATTERN DISCRIMINATION, AND EFL LEARNERS’ PRODUCTION OF WH-QUESTIONS
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- Studies in Second Language Acquisition / Volume 34 / Issue 3 / September 2012
- Published online by Cambridge University Press:
- 15 August 2012, pp. 355-377
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- September 2012
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SYNTACTIC PRIMING AND ESL QUESTION DEVELOPMENT
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- Studies in Second Language Acquisition / Volume 30 / Issue 1 / March 2008
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- 24 January 2008, pp. 31-47
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- March 2008
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INTERACTION AND SYNTACTIC PRIMING: English L2 Speakers' Production of Dative Constructions
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- Studies in Second Language Acquisition / Volume 28 / Issue 2 / June 2006
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- 21 April 2006, pp. 179-207
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- June 2006
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IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT
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- Studies in Second Language Acquisition / Volume 27 / Issue 1 / March 2005
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- 18 February 2005, pp. 79-103
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- March 2005
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HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK?
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- Studies in Second Language Acquisition / Volume 22 / Issue 4 / December 2000
- Published online by Cambridge University Press:
- 07 March 2001, pp. 471-497
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- December 2000
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