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This study examines how Japanese language learners' self-concepts in the language learning domain are constructed and how they relate to the learners' spontaneous speech in Japanese in the classroom in the transition period from school to university. Data was collected from four learners by means of diary writing and interviews along with in-class observation and audio-recording for approximately...
In assessments of second language (L2) writing, quality of lexis typically claims more variance than other factors, and the most readily operationalized measure of lexical quality is word frequency. This study compares two methods of automatically assessing word frequency in learner productions. The first method, a band-based method, involves lexical frequency profiling, a procedure that first groups...
Previous L2 reading research has centered on comprehension process, strategy use, and reading proficiency (i.e., cognitive aspects of L2 reading), not including learner motivation and learner beliefs in the EFL context. In addition, the majority of L2 reading research has lacked the perspective of development in multiple individual difference factors, leaving ample room for research. For these reasons,...
Some teachers have been regarded as experts only because of their years of experience in a classroom, but the number of years of teaching experience does not necessarily translate into expertise. Within the field of TESOL teacher expertise is still a very under-researched topic. This paper attempts to contribute to the literature on ESL teacher expertise by examining the experiences of three experienced...
This paper explores the practices Hong Kong Chinese undergraduate students engage in to learn German and the values they attach to these practices for their ‘selves’. The findings discussed in this paper are part of an empirical study investigating the motivation to learn German amongst Hong Kong Chinese university students who studied German as a major programme. The study employs a Foucauldian ethical...
In determining which words are likely to cause problems for learners in reading, the computer-based lexical profiling of texts has become routine. This study investigates the nature of items marked as unknown by two groups of learners (n = 46) when reading, with reference to the assumptions behind lexical profiling. The first assumption, that less frequent items are likely to be unknown, is supported...
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