Search Results - "Bowles, Melissa A"

Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds by Bowles, Melissa A, Gastañaga, Kacie

“…This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third…”
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MEASURING IMPLICIT AND EXPLICIT LINGUISTIC KNOWLEDGE: What Can Heritage Language Learners Contribute? by Bowles, Melissa A.

“…Although claims about explicit and implicit language knowledge are central to many debates in SLA, little research has been dedicated to measuring the two…”
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Using instructor judgment, learner corpora, and DIF to develop a placement test for Spanish L2 and heritage learners by Bowles, Melissa A.

“…This study details the development of a local test designed to place university Spanish students (n = 719) into one of the four different course levels and to…”
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REACTIVITY AND TYPE OF VERBAL REPORT IN SLA RESEARCH METHODOLOGY: Expanding the Scope of Investigation by Bowles, Melissa A., Leow, Ronald P.

“…The present study addresses the reactivity of two types of verbal protocols in SLA research. It expands on the work of Leow and Morgan-Short (2004), who found…”
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A Comparison of L2-L2 and L2-Heritage Learner Interactions in Spanish Language Classrooms by Bowles, Melissa A., Adams, Rebecca J., Toth, Paul D.

“…Conversational interaction studies have typically focused either on second language (L2) learners participating in native speaker-nonnative speaker (NS-NNS)…”
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Family Influences on Female Offenders’ Substance Use: The Role of Adverse Childhood Events among Incarcerated Women by Bowles, Melissa A., DeHart, Dana, Webb, Jennifer Reid

“…Childhood maltreatment, witnessing violence, and growing up with absent, addicted, or mentally ill caregivers influence adult physical and psychological…”
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A Comparison of L2-L2 and L2-Heritage Learner Interactions in Spanish Language Classrooms by Bowles, Melissa A, Adams, Rebecca J, Toth, Paul D

“…Conversational interaction studies have typically focused either on second language (L2) learners participating in native speaker-nonnative speaker (NS-NNS)…”
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TASK TYPE AND REACTIVITY OF VERBAL REPORTS IN SLA: A First Look at a L2 Task Other Than Reading by Bowles, Melissa A.

“…Despite the frequency with which verbal reports are used in SLA to gather data on learners' cognitive processes (e.g., Bowles, 2003, 2004; Mackey, Gass, &…”
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MEASURING IMPLICIT AND EXPLICIT LINGUISTIC KNOWLEDGE by Bowles, Melissa A.

“…Although claims about explicit and implicit language knowledge are central to many debates in SLA, little research has been dedicated to measuring the two…”
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Exploring the Role of Modality: L2-Heritage Learner Interactions in the Spanish Language Classroom by Bowles, Melissa A

“…In most post-secondary Spanish language programs in the U.S., heritage language (HL) learners and second-language (L2) learners are enrolled together, in the…”
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L2 Glossing: To CALL or Not to CALL by Bowles, Melissa A.

“…Recently, several studies have suggested that computer-assisted language learning (CALL) is beneficial for second/foreign language (L2) vocabulary acquisition…”
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A Comparison of L2-L2 and L2-Heritage Learner Interactions in Spanish Language Classrooms: The Modern Language Journal by Bowles, Melissa A., Adams, Rebecca J., Toth, Paul D.

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An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms by Bowles, Melissa A, Adams, Rebecca J

“…The interactionist approach to second language acquisition (SLA) is premised on the notion that conversational modifications that take place during interaction…”
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THE THINK-ALOUD CONTROVERSY IN SECOND LANGUAGE RESEARCH by Cohen, Andrew D.

“…Bowles notes that, at the present time, think-alouds are a popular means for studying first- and second-language learners' linguistic knowledge beyond the…”
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