CONTEXT OF LEARNING IN THE ACQUISITION OF SPANISH SECOND LANGUAGE PHONOLOGY

By Manuel Díaz-Campos. Studies in Second Language Acquisition, 2004

291 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/5fec36573bbbfdc4645512e7ce3127305591b23d

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Citations in the corpus

The many faces of study abroad: an update on the research on L2 gains emerged during a study abroad experience (2011, background): “However, the little existing empirical research suggests that a semester abroad does not play a role when it comes to improving the participants’ pronunciation patterns, in terms of either the participants’ perception or production of utterances in the L2 (Diaz-Campos, 2004 ; Mora, 2008 ).”
The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context (2010, background): “Research has also examined the development of narrative (Collentine, 2004) and phonological abilities during study-abroad programs (Díaz-Campos, 2004, 2006), as well as student perceptions of the study-abroad experience (Brecht & Robinson, 1995; Douglass, 2006; Kinginger, 2008; Miller & Ginsberg,…”
Language Learning and Study Abroad: A Critical Reading of Research (2009, background): “reach of their participants (DeKeyser 1991) or acquired prior to the sojourn abroad (Díaz-Campos 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…”
The influence of language distance and language status on the acquisition of L3 phonology (2010, unknown): “Caramazza, Yeni-Komshian, Zurif, & Carbone, 1973 ; Diaz-Campos, 2004 ; Fellbaum, 1996 ; Flege & Eefting, 1987 ; Laufer, 1996 ; Zampini & Green, 2001 ); and (ii) it allows for the establishment of a straightforward typological relationship for the three target languages of the study: English, F”
THE ROLE OF LEARNING ENVIRONMENT IN THE DEVELOPMENT OF PRAGMATIC COMPREHENSION (2008, unknown): “…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; Towell, 2002!+ The former typically involves…”
The Combined Effects of Immersion and Instruction on Second Language Pronunciation (2010, background): “In another study, Dı́az-Campos (2004) studied the L2 production of eight Spanish sounds that are typically problematic for L2 learners ([p, t, k, , j, g, l, n]) in a pretest-posttest design with an SA group and an AH group.”
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).”
A Comparison of Spanish Second Language Acquisition in Two Different Learning Contexts: Study Abroad and the Domestic Classroom. (2004, unknown): “For fuller details of the analyses of the read-aloud/pronunciation test, see Díaz-Campos (2004) and DíazCampos and Lazar (2003).”
Sociolinguistic Approaches to Second Language Acquisition Research—1997–2007 (2007, background): “It is interesting to compare Lybeck’s (2002) findings on study abroad and IL phonology to those of Diaz-Campos (2004) , whose multivariate analysis revealed no overall differences between the phonologies of study abroad versus at-home classroom learners and only some relationship between self-repor”