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Zherebov, Vladimir; Schalley, Ewa – Language Learning in Higher Education, 2018
In this paper we propose a new methodology for teaching third person possessive pronouns in Russian and Polish ("???/??/??" Russian "jego, jej, ich" Polish) as opposed to the reflexive pronouns "????" (Russian) "swój" (Polish), which always pose significant problems for students learning these languages. In…
Descriptors: Case Studies, Second Language Instruction, Second Language Learning, Polish
Barone, Susan M.; Cargile, Carrie – English Teaching Forum, 2020
When it comes to L1 and L2 differences in second-language writing, some researchers are not fully convinced that there is a fundamental difference. However, when comparing L1 and L2 writing, many would agree that macro- and micro-level writing characteristics exist and overlap (Eckstein and Ferris 2018). This article identifies some of the…
Descriptors: Native Language, Second Language Learning, Second Language Instruction, English (Second Language)
Phakiti, Aek; Plonsky, Luke – RELC Journal: A Journal of Language Teaching and Research, 2018
This article aims to discuss ten beliefs that teachers hold about second language (L2) learning and to relate these to relevant theories and approaches in the field of second language acquisition (SLA). It is especially written for L2 teachers who would like to know more about theoretical approaches that seek to explain L2 learning. Preliminary…
Descriptors: Second Language Learning, Linguistic Theory, Language Teachers, Teacher Attitudes
Harbusch, Karin; Cameran, Christel-Joy; Härtel, Johannes – Research-publishing.net, 2014
We present a new feedback strategy implemented in a natural language generation-based e-learning system for German as a second language (L2). Although the system recognizes a large proportion of the grammar errors in learner-produced written sentences, its automatically generated feedback only addresses errors against rules that are relevant at…
Descriptors: German, Second Language Learning, Second Language Instruction, Feedback (Response)
Bulamur, Ayse Naz – Universal Journal of Educational Research, 2013
I examine how American students respond to foreign instructors, who teach English Composition and Research Writing. I discuss how minority teacher's cultural, lingual, and ethnic differences interfere with classroom dynamics in the United States. I rely on my experiences as a Turkish instructor of composition at the University of Wisconsin,…
Descriptors: English (Second Language), Second Language Learning, Writing Instruction, Foreign Nationals