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  1. Heritage and homeland speakers of Slavic languages use grammar similarly in spontaneous speech

    Work
    Publication Łyskawa, P., & Nagy, N. (2019)
    Area of research Bilingualism
    Multilingualism
    Community or heritage (home) languages
    Grammar
    Attrition (language loss)
    Participant type Bilinguals
    Heritage speakers

  2. To what extent does long-term foreign language education improve spoken second language vocabulary proficiency?

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    Publication Saito, K. (2019)
    Area of research Study abroad
    Speaking
    Vocabulary
    Proficiency
    Learning
    Effectiveness of teaching
    Participant type Second (additional) language learners
    Foreign language learners
    Age Adult learners
    Iris logo small https://www.iris-database.org/iris/app/home/detail?id=york%3a936301&ref=search

  3. The long-term effects of giving ample grammatically correct examples on learning a structure

    Work
    Publication Trahey, M. (1996)
    Area of research Speaking
    Listening
    Reading
    Effectiveness of teaching
    Production
    Grammar
    Writing
    Participant type Second (additional) language learners
    Age Adolescent learners

  4. The suitability of consumer dictation software for providing feedback to L2 speakers

    Work
    Publication Derwing, T.M., Munro, M.J., & Carbonaro, M. (2000)
    Area of research Speaking
    Learning
    Fluency
    Pronunciation
    Participant type Second (additional) language learners

  5. How native and non-native speakers assess the fluency of language learners

    Work
    Publication Rossiter, M. (2009)
    Area of research Native / Non-native
    Speaking
    Fluency
    Listening
    Participant type Second (additional) language learners
    Age Adult learners

  6. Helping young children to develop awareness of the language they are learning

    Work
    Publication Bouffard, L.A., & Sarkar, M. (2008)
    Area of research Teaching Methods: Immersion
    Grammar
    Error correction / Corrective feedback
    Other
    • Metalinguistic awareness
    Teaching methods (style, approach, technique)
    Participant type Second (additional) language learners
    Age Young learners

  7. Reading, language, and memory skills of bilingual and monolingual children aged 9-14

    Work
    Publication Abu-Rabia, S., & Siegel, L.S. (2017)
    Area of research Reading
    Other
    • Spelling
    Working memory
    Community or heritage (home) languages
    Bilingualism
    Participant type Bilinguals
    Monolinguals
    Age Young learners

  8. Developing a second language comprehensibility scale to measure academic speaking

    Work
    Publication Isaacs, T., Trofimovich, P., & Foote, J.A. (2017)
    Area of research Other
    • Comprehensibility
    Comprehension
    Speaking
    Testing
    Participant type Foreign language learners
    Second (additional) language learners
    Age Adult learners
    Iris logo small https://www.iris-database.org/iris/app/home/detail?id=york%3a932362&ref=search

  9. What factors of oral input may explain the difficulty of learning some grammar features?

    Work
    Publication Collins, L., Trofimovich, P., White, J., Cardoso, W., & de Horst, M. (2009)
    Area of research Grammar
    Listening
    Other
    • Input
    Participant type Second (additional) language learners
    Age Adolescent learners

  10. Awareness about grammatical differences between L1 and L2 and its influence on proficiency

    Work
    Publication Ammar, A., Lightbown, P., & Spada, N. (2010)
    Area of research Cross-linguistic influence
    Grammar
    Participant type Second (additional) language learners
    Age Adolescent learners
    Iris logo small https://www.iris-database.org/iris/app/home/detail?id=york%3a927372&ref=search