THE EFFECTS OF LEARNING CONTEXTS ON MORPHOSYNTACTIC AND LEXICAL DEVELOPMENT

By Joseph Collentine. Studies in Second Language Acquisition, 2004

325 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/304cb5af94c1c46115fa123e4a21b8b664576fa1

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Citations in the corpus

The Combined Effects of Immersion and Instruction on Second Language Pronunciation (2010, background): “Conventional wisdom, academic and otherwise, holds that study abroad (SA) is the best way to acquire a foreign language and, for the most part, the research has concurred (see, for example, Lafford, 2006; Lafford & Collentine, 2006; Segalowitz, Freed, Collentine, Lafford, Lazar, & Dı́azCampos, 2004,”
The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context (2010, background): “examined the development of narrative (Collentine, 2004) and phonological abilities during study-abroad”
Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners (2014, result): “Study abroad research has shown conflicting results (e.g. Collentine 2004; Llanes and Muñoz 2013) in relation to this performance dimension.”
Defining and operationalising L2 complexity (2012, background): “of learning contexts, or different kinds of instruction) on L2 attainment (e.g. Bygate 1996, 1999; Derwing & Rossiter 2003; Collentine 2004; Norris & Ortega 2000).”
Japanese Vocabulary Acquisition by Learners in Three Contexts. (2008, background): “Doing so also allowed for comparison with previous studies that have taken a similar approach ( Collentine, 2004; DeKeyser, 1986; Freed, 1995b; O’Donnell, 2004; Segalowitz & Freed, 2004).”
THE ROLE OF LEARNING ENVIRONMENT IN THE DEVELOPMENT OF PRAGMATIC COMPREHENSION (2008, background): “…attainment of various aspects of L2 learning+ A major line of comparison has been made between study-abroad and at-home instructional contexts ~e+g+, Collentine, 2004; DeKeyser, 1991; Dewey, 2004; Diaz-Campos, 2004; Freed, Segalowitz, & Dewey, 2004; Huebner, 1995; Segalowitz & Freed, 2004;…”
PHONOLOGICAL MEMORY PREDICTS SECOND LANGUAGE ORAL FLUENCY GAINS IN ADULTS (2007, background): “1+ See also Collentine, 2004; Collentine & Freed, 2004; Díaz-Campos, 2004; Lafford, 2004; Lazar, 2004+ 2+ It is interesting to note that phonological memory span is related to speech rate ~see Baddeley et al+, 1975; Brown & Hulme, 1992!+ Baddeley et al+ provided evidence that phonological memory…”
Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners (2006, methodology): “2. This study was part of a larger project looking into differences between Study Abroad and At Home regular classroom (in the students’ home country) learning contexts (Segalowitz & Freed, 2004; see also Collentine, 2004; D´ oaz-Campos, 2004; Lafford, 2004; Lazar, 2004).”
Acquisition of Spanish Gender Agreement in Two Learning Contexts: Study Abroad and At Home (2010, unknown): “…immersion in the target culture is of great value to learners, especially in improving oral production ability (Brecht, Davidson, & Ginsberg, 1993; Collentine, 2004; Freed, Segalowitz, & Dewey, 2004; Isabelli-Garcı́a, 2003; Kaplan, 1989; Lennon, 1990; LiskinGasparro & Urdaneta, 1995; Milleret,…”
A Longitudinal Analysis of the Effects of One Year Abroad (2012, background): “Some studies have reported no differences between learning contexts or no significant improvement after a period abroad (Collentine, 2004; DeKeyser, 1991; Dewey, 2004; Dı́az-Campos, 2004; Mora, 2008).”
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development (2018, methodology): “In other cases, athome groups have shown gains that are equal to or superior than study-abroad groups (Collentine, 2004; DeKeyser, 1991; Isabelli-Garcia, 2010).”