Johanna F De Vos
Biographic Data
| ID | 1692827 |
|---|---|
| NAME | Johanna F De Vos |
| GIVEN NAMES | Johanna F |
| FAMILY NAME | De Vos |
| SIGNATURE | DE VOS J F |
| AFFILIATIONS | Radboud University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Learning second language morphosyntax in dialogue under explicit and implicit conditions
We investigate the role of awareness in learning non-salient grammar features in a second language during oral interaction. We conducted a learning experiment during which forty-eight adult Dutch-speaking advanced learners of German and a native German-speaking experimenter engaged in a scripted oral dialogue game. The experimenter and learner in turn produced sentences based on pictures eliciting German strong verbs with stem-vowel alternations,…
A Meta-Analysis and Meta-Regression of Incidental Second Language Word Learning from Spoken Input
We meta-analyzed the effectiveness of incidental second language word learning from spoken input. Our sample contained 105 effect sizes from 32 primary studies employing meaning-focused word-learning activities with 1,964 participants with typical cognitive functioning. The random-effects meta-analysis yielded a mean effect size ofg= 1.05, reflecting generally large vocabulary gains from spoken input in meaning-focused activities. A meta-regressi…
A Meta-Analysis and Meta-Regression of Incidental Second Language Word Learning from Spoken Input
We meta-analyzed the effectiveness of incidental second language word learning from spoken input. Our sample contained 105 effect sizes from 32 primary studies employing meaning-focused word-learning activities with 1,964 participants with typical cognitive functioning. The random-effects meta-analysis yielded a mean effect size ofg= 1.05, reflecting generally large vocabulary gains from spoken input in meaning-focused activities. A meta-regressi…
A Meta-Analysis and Meta-Regression of Incidental Second Language Word Learning from Spoken Input
We meta-analyzed the effectiveness of incidental second language word learning from spoken input. Our sample contained 105 effect sizes from 32 primary studies employing meaning-focused word-learning activities with 1,964 participants with typical cognitive functioning. The random-effects meta-analysis yielded a mean effect size ofg= 1.05, reflecting generally large vocabulary gains from spoken input in meaning-focused activities. A meta-regressi…
Learning second language morphosyntax in dialogue under explicit and implicit conditions
We investigate the role of awareness in learning non-salient grammar features in a second language during oral interaction. We conducted a learning experiment during which forty-eight adult Dutch-speaking advanced learners of German and a native German-speaking experimenter engaged in a scripted oral dialogue game. The experimenter and learner in turn produced sentences based on pictures eliciting German strong verbs with stem-vowel alternations,…
Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Linguistics (2 works) · Psychology (2 works) · Second Language Acquisition and Learning (2 works) · Artificial Intelligence (1 works) · Cognition (1 works) · Directive (1 works)