Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Karen Lichtman"'
Autor:
Bill VanPatten, Karen Lichtman
Publikováno v:
Foreign Language Annals. 54:283-305
In the late 1970s and early 1980s, Stephen Krashen developed Monitor Theory—a group of hypotheses explaining second language acquisition with implications for language teaching. As the L2 scholarly community began considering what requirements theo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f36291af00692d11a57be4cc71afc05f
https://doi.org/10.1111/flan.12552
https://doi.org/10.1111/flan.12552
Autor:
Bill VanPatten, Karen Lichtman
Publikováno v:
Foreign Language Annals. 54:336-340
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::973e1b53f2d57859362c93d9c4b54245
https://doi.org/10.1111/flan.12543
https://doi.org/10.1111/flan.12543
Autor:
Karen Lichtman
Publikováno v:
Applied Linguistics. 42:668-691
A great deal of research explores how implicit vs. explicit instruction affects second language learners’ grammatical accuracy, generally finding that explicit instruction increases accuracy. However, no research to date has examined the impact of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6c2b215c283b891b417a8105d1e2168
https://doi.org/10.1093/applin/amaa054
https://doi.org/10.1093/applin/amaa054
Autor:
Karen Lichtman
Publikováno v:
Journal of Child Language. 43:707-730
Children are thought to learn second languages (L2s) using primarily implicit mechanisms, in contrast to adults, who primarily rely on explicit language learning. This difference is usually attributed to cognitive maturation, but adults also receive
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::64118278e5846a0d2c0fc00380dabd1b
https://doi.org/10.1017/s0305000915000598
https://doi.org/10.1017/s0305000915000598
Autor:
Karen Lichtman
Publikováno v:
Teaching Proficiency Through Reading and Storytelling (TPRS) ISBN: 9781315208022
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::38c26a8373b5a986a9cb1dddc24319e7
https://doi.org/10.4324/9781315208022-1
https://doi.org/10.4324/9781315208022-1
Autor:
Karen Lichtman
Publikováno v:
Language Acquisition. 20:93-108
Conventional wisdom holds that children learn languages implicitly whereas older learners learn languages explicitly, and some have claimed that after puberty only explicit language learning is possible. However, older learners often receive more exp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0d799cb4dacac51a5a663e862f1c4c49
https://doi.org/10.1080/10489223.2013.766740
https://doi.org/10.1080/10489223.2013.766740
Autor:
Karen Lichtman
Publikováno v:
Journal of Sociolinguistics. 16:716-718
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::214ba6f3574b4bb7ed300822485c9309
https://doi.org/10.1111/josl.12009
https://doi.org/10.1111/josl.12009
Autor:
Karen Lichtman
Publikováno v:
LSA Annual Meeting Extended Abstracts. 4:26
Introduction The idea that children learn languages implicitly, whereas adults must consciously use explicit strategies to learn a second language (L2), is common in second language acquisition (Ellis, 2005; DeKeyser & Larson-Hall, 2005). Implicit vs
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fafc66224a9900180467ba44b533b244
https://doi.org/10.3765/exabs.v0i0.771
https://doi.org/10.3765/exabs.v0i0.771