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The Secret Is in the Processing: A Study of Levels of Explicit Computerized Feedback in Heritage and L2 Learners of Spanish
(Georgetown University, 2017)
The field of Instructed Second Language Acquisition (ISLA) has expressed interest in pursuing a research agenda that expands the current heritage language (HL) strand of research to investigate how this heterogeneous ...
Cognitive and Psychosocial Factors in the Long-term Development of Implicit and Explicit Second Language Knowledge in Adult Learners of Spanish at Increasing Proficiency
(Georgetown University, 2013)
This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial ...
ITALIANO NEL NUOVO MILLENNIO: UN'ANALISI DELL'ITALIANO SU FACEBOOK
(Georgetown University, 2016)
It has been over a decade since the creation of Facebook and there are other virtual places where people can engage in computer mediated communication (CMC) in public while also having private conversations with either ...
The Role of Discourse Context and Verb Class in Native and Non-Native Spanish Postverbal Subjects
(Georgetown University, 2016)
Recent research on the second language (L2) acquisition of postverbal subjects in Spanish has focused on the important role of discourse context in licensing postverbal subjects with unaccusative and unergative verbs ...
Cognitive Task Complexity, Foreign Language Anxiety and L2 Performance in Spanish: A Task-Based Language Teaching Perspective
(Georgetown University, 2018)
Although cognitive psychology literature (e.g., Derakshan & Eysenck, 2009) has demonstrated the detrimental effects anxiety has on cognitive processes, this relationship has barely been investigated in the SLA field (e.g., ...
Corpus-Based Study of the Grammaticalization and Semantic Networks of Chinese Guo and Le
(Georgetown University, 2018)
Due to their polysemous nature and inter-lexical polysemy (Evans, 2015), Chinese guo (過/过) and le (了) have proven to be two of the most closely related and most puzzling linguistic items for linguists to describe and L2 ...
Sentence First, Arguments After: Mechanisms of Morphosyntax Acquisition
(Georgetown University, 2018)
Natural languages contain complex grammatical patterns. For example, in German, finite verbs occur second in main clauses while non-finite verbs occur last, as in dein Brüder möchte in den Zoo gehen (“Your brother wants ...
Task-Based Teacher Training: Implementation and Evaluation in Central American Bilingual Schools
(Georgetown University, 2019)
Much of what we know about the role of teachers in task-based classrooms comes from a body of research that has examined the various issues teachers face when attempting to implement TBLT for the first time (e.g. Carless, ...
Transnationalism and Identity in Study Abroad: Multilingual Sojourners in Barcelona
(Georgetown University, 2019)
Study abroad (SA) research has interrogated the assumption that a temporary sojourn abroad implies immersive access to language leading to dramatic language gains. The robust finding that SA outcomes and experiences vary ...
Early and Emergent Bilinguals: The Role of Cognitive Control in the Processing of Linguistic Conflict
(Georgetown University, 2020)
Language processing requires frequent resolution of conflict (e.g. temporary ambiguities, conflicting parsing principles, see Jegerski, 2012). This conflict triggers cognitive control, which has been shown to be a major ...