Titlebook: Vocabulary and Writing in a First and Second Language; Processes and Develo Dorte Albrechtsen,Kirsten Haastrup,Birgit Henrikse Book 2008 Pa

引导

Introduction,competence in the target language and in their first language. And we would like to do so year by year from their very first steps in the acquisition process until they are able to attend conferences and business meetings in the foreign language. But, alas, we have neither the time nor the finances

Cuisine

Declarative Lexical Knowledge,e of lexical items and have in-depth knowledge of the meaning and usage restrictions of many words and lexical expressions. The many lexical entries in our L1 mental lexicon are not stored randomly, but are structured in a well-organized web with connections or pathways between the words; a structur

athlete’s-foot

Writing in Two Languages, well – has again demonstrated that she is lazy, and that she does not put much effort into her schoolwork. Her essay is only 65 words long, although she had 90 minutes to complete the task. However, since the essay was produced in the context of a research project, requiring students to verbalize c

消散

Lexical Knowledge, Lexical Inferencing and Writing,es of declarative lexical competence, including an analysis of both the learners’ vocabulary size (breadth) and their network knowledge (depth). In Chapter 3, issues relating to lexical competence were still in focus, but the interest here was shifted to the learners’ lexical inferencing procedures

埋伏

流出

Book 2008This book observes individuals performing similar tasks in their first and their foreign language and invites readers with an interest in foreign language acquisition to follow the same learners in their efforts to cope in both languages.

厚颜无耻

Introduction,ed us to describe three groups of language learners on a number of language traits in both their L1 and their L2, and we are eager to share our results with the reader. We imagine our readers to be teachers, graduate students, postgraduate students and researchers who, as we do, wonder what goes on in the minds of language learners.

忙碌

Implications for Research and Instruction,e would do were we given a second chance. Finally, with the caveat that instruction has not been the focus of our study, we shall draw attention to insights from our investigation that might be of interest in the context of language teaching.

现晕光

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