Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancy-value theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific…

Teacher-facilitation of play is proposed as an effective method for supporting early literacy learning, however, educators remain uncertain how to balance child-autonomy in play while also directing play toward explicit academic objectives. In response, this study sought to understand how kindergarten teachers can successfully facilitate play to…

The purpose of this corpus-based study is a bottom-up investigation of strategic devices used by heritage language speakers (HLSs) during narration and conversation. It offers a critical review of compensation/communication strategy definitions and classifications, and presents the results of an investigation into strategies employed by an…

Oral language is the primary means through which a child controls, describes, organises, and evaluates their life experiences and their ability to use oral language which effectively impacts their future literacy development. Currently, the world is awash with dynamic change and constant disruption. These include natural disasters such as the…

This article explores the applicability of mean length of utterance (MLU) as a language assessment measure for Georgian child language, as to-date, Georgian, a morphologically rich language with numerous inflectional categories, experiences an extensive lack of instruments for early language assessment. To this end, a set of guidelines for…

Ethnopoetics involves in the conducting of translation experiments on oral poems of native ethnic groups, converting its relevant oral texts into written forms. The theory of ethnographic poetry begins in the 1970s and was translated and introduced to China in the early 21st century. However, most ethnic minorities in China do not have textual…

This study focuses on the multimodal communication of children with autism spectrum disorders (ASD) compared to typically developing (TD) children. Eleven children with ASD (aged from 28 to 79 months) and 11 TD children (from 12 to 30 months) were matched by their productive vocabulary. We observed their communicative production in a…

This study explores whether English-dominant (ED) speakers and speakers of English as a foreign language (EFL) perceive the same degrees of formality in combinations of (in)formal greetings (Hi/Dear) and address forms (informal First Name/Ms. Last Name) with (in)formal nouns, verbs, and adjectives (Latinate/Germanic). It also explores which of…

Prosody is the fundamental organizing principle of spoken language, carrying lexical, morphosyntactic, and pragmatic information. It, therefore, provides highly relevant input for language development. Are infants sensitive to this important aspect of spoken language early on? In this study, we asked whether infants are able to discriminate…

Many students struggle to acquire adequate reading comprehension and writing skills. Although word recognition and spelling are needed to fully actualize these skills, the oral language aspects of reading and writing can be taught and practiced without text. Oral storytelling is good for all students, but it may be essential for students with…

Purpose: The dual-task paradigm has been frequently used to examine stroke-related deficits because it samples behavioral performance under conditions of distraction similar to functioning in real-life environments. This original systematic review synthesizes studies that examined dual-task effects involving spoken language production in adults…

We examined the dimensionality of oral discourse skills (comprehension and retell of texts) and the relations of language and cognitive skills to the identified dimensions. Data were from 529 English-speaking second graders (M[subscript age] = 7.42; 46% female; 52.6% Whites, 33.8% African Americans, 4.9% Hispanics, 4.7% two or more races, 0.8%…

We examined the dimensionality of oral discourse skills (comprehension and retell of texts) and the relations of language and cognitive skills to the identified dimensions. Data were from 529 English-speaking second graders (M[subscript age] = 7.42; 46% female; 52.6% Whites, 33.8% African Americans, 4.9% Hispanics, 4.7% two or more races, 0.8%…

Students must use oral and written explanations to demonstrate their grasp of academic content, but little is known about the progression of elementary students' explanatory language, particularly oral language. The current study of 512 explanations produced by 128 third- through sixth-grade students examines whether children's oral explanations…

Although substantial research has established how to teach word reading, the research base for teaching skills related to language and reading comprehension is more limited. We report a multistate experiment of a supplemental, whole-class, language-focused curriculum delivered in prekindergarten and kindergarten classrooms that was designed to…