Learner English: A Teacher's Guide to Interference and Other Problems Second Edition [Book Review]

By A. Foley. 2002

395 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9a34b8fa187de73c92c0a68bd9fffa636d97f5ae

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Citations in the corpus

Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective (2012, background): “…high, and where the speaker’s pronunciation was both characteristic of documented features of a Chinese English variety (according to sources such as Chang, 2001), and also exhibited pronunciations which deviated from core features that have been identified as crucial for lingua franca…”
Artificial error generation for translation-based grammatical error correction (2016, background): “Several studies have shown that the errors induced by a learner’s native language are systematic and can usually be predicted given their L1 (Berzak et al., 2015; Gass and Selinker, 1992; Swan and Smith, 2001).”
The Cambridge Guide to Teaching English to Speakers of Other Languages: List of abbreviations (2001, background): “Relating this concern to language pedagogy, there are a number of useful sources which list the problems typically experienced by speakers of specific Lls (Nilsen and Nilsen 1971; Kenworthy 1987; Swan and Smith 1987; Avery and Ehrlich 1992; Taylor 1993).”
10. RESEARCH PERSPECTIVES ON TEACHING ENGLISH AS A LINGUA FRANCA (2004, methodology): “In this respect, investigations of ICLE data could serve as empirical tests of the points made in Swan and Smith (2001).”
Does a Speaking Task Affect Second Language Comprehensibility (2015, background): “And from a practical perspective, teachers are acutely aware of L2 speakers’ pronunciation difficulties traceable to their L1, as reflected in some pedagogical materials (e.g., Swan & Smith, 2001).”
Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background (2015, background): “…errors (i.e., substitutions, omissions), which reflect these speakers’ well-documented challenge with English segments and syllable structure (e.g., Chang, 2001; Rau, Chang, & Tarone, 2009), were likely so salient that they made it difficult for listeners to isolate other potential prosodic and…”