Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| English (Second Language) | 1 |
| Foreign Countries | 1 |
| French | 1 |
| Grade 6 | 1 |
| Language Processing | 1 |
| Language Usage | 1 |
| Linguistic Input | 1 |
| Longitudinal Studies | 1 |
| Native Speakers | 1 |
| Phonology | 1 |
| Pronunciation | 1 |
| More ▼ | |
Source
| TESOL Quarterly: A Journal… | 1 |
Author
| Cardoso, Walcir | 1 |
| Collins, Laura | 1 |
| Horst, Marlise | 1 |
| Trofimovich, Pavel | 1 |
| White, Joanna | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Grade 6 | 1 |
Audience
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkTrofimovich, Pavel; Collins, Laura; Cardoso, Walcir; White, Joanna; Horst, Marlise – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2012
Most second language (L2) researchers and teachers would agree that input, often defined as the language a learner hears or reads, plays an important role in L2 learning. There is a great deal of research investigating which types of input are most beneficial for learning, how learners process and internalize input (e.g., Schmidt, 2001), and how…
Descriptors: Phonology, Native Speakers, English (Second Language), Teaching Methods
