THE EFFECT OF THE CONTEXT OF LEARNING ON THE USE OF COMMUNICATION STRATEGIES BY LEARNERS OF SPANISH AS A SECOND LANGUAGE

By B. Lafford. Studies in Second Language Acquisition, 2004

200 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f7e9bc534b0e85cb4c9abe183fe551a3c4f45855

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context (2010, unknown): “…Davidson, & Ginsberg, 1993, 1995; Freed, 1995; Magnan, 1986; Magnan & Back, 2007; Segalowitz & Freed, 2004), the use of communication strategies (Lafford, 1995, 2004), and the acquisition of grammatical (Collentine, 2004; Duperron, 2006; Isabelli, 2004, 2007), pragmatic (Barron, 2003; Cohen &…”
Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners (2006, background): “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).”
THE RELATIONSHIP BETWEEN L1 FLUENCY AND L2 FLUENCY DEVELOPMENT (2009, background): “A difference between the current study and others (e.g., Díaz-Campos, 2004 ; Freed, Segalowitz, & Dewey, 2004 ; Lafford, 2004 ) is the availability of detailed longitudinal data from more than two points in time that include both temporal measures of speech and listener evaluations.”
Sociolinguistic Approaches to Second Language Acquisition Research—1997–2007 (2007, background): “Lafford’s (2006) list of these sociocultural factors included the participants (including the interlocutor and others present), purpose of the communication, social setting, and norms of interaction.”
English Pronunciation and Fluency Development in Mandarin and Slavic Speakers. (2006, background): “Furthermore, there are few longitudinal studies examining fluency, and those that exist generally deal with second language learners in study abroad programs rather than immigrants in an ESL environment (Freed, 1995; Lafford, 2004; Segalowitz and Freed, 2004).”