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SLLAT - Second Language Learning and Teaching Research Group

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  1. 2014
  2. Published

    The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups

    Kormos, J. & Csizer, K., 06/2014, In: TESOL Quarterly. 48, 2, p. 275-299 25 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  3. Published

    Different types of teacher feedback: student responses and contextual issues

    Potts, D. & Shen, P., 11/2014.

    Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

  4. Published

    An exploratory study into trade-off effects of complexity, accuracy and fluency in young learners' oral task repetition

    Sample, E. & Michel, M., 12/2014, In: TESL Canada Journal. 31, Special Issue 8, p. 23-46 24 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  5. Published

    Incidental exposure and L3 learning of morphosyntax

    Grey, S., Williams, J. N. & Rebuschat, P., 12/2014, In: Studies in Second Language Acquisition. 36, 4, p. 611-645 35 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  6. 2015
  7. Published

    Scaffolding learning: developing materials to support the learning of science and language by non-native English-speaking students

    Afitska, O., 2015, In: Innovation in Language Learning and Teaching. 10, 2, p. 75-89 15 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  8. Published

    Talking about teaching and learning science in the EAL context: interviewing teachers and learners in primary classrooms

    Afitska, O., 2015, The EAL Teaching Book : Promoting success for multilingual learners in primary and secondary schools. Conteh, J. (ed.). 2nd ed. SAGE Publications Ltd, p. 140-145 6 p. 3.3

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Other chapter contribution

  9. Published

    Teaching science to EAL learners at Key Stage Two

    Afitska, O., 2015, The EAL Teaching Book: promoting success for multilingual learners in primary and secondary schools. 2nd ed. SAGE Publications Ltd, p. 103-110 9 p. 1.1

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Other chapter contribution

  10. Published

    The relationship between task difficulty and second language fluency in French: a mixed-methods approach

    Préfontaine, Y. & Kormos, J., 2015, In: Modern Language Journal. 99, 1, p. 96-112 17 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  11. Published

    Individual differences in incidental language learning: phonological working memory, learning styles and personality

    Grey, S., Williams, J. N. & Rebuschat, P., 02/2015, In: Learning and Individual Differences. 38, p. 44-53 10 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  12. Published

    Can IELTS and the CEFR do what our can dos can do? assessing student writing practices on Lancaster University’s EAP (Study Skills) Programme

    Indrarathne, B., Unger, J. & Sharkawi, T., 28/02/2015.

    Research output: Contribution to conference - Without ISBN/ISSN › Abstract › peer-review

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