Mary Ann Lyman‐Hager
Biographic Data
| ID | 5435121 |
|---|---|
| NAME | Mary Ann Lyman‐Hager |
| GIVEN NAMES | Mary Ann |
| FAMILY NAME | Lyman‐Hager |
| SIGNATURE | HAGER M A L |
| AFFILIATIONS | Pennsylvania State University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 1997 |
| H-INDEX | 2 |
Computers and L2 Reading: Student Performance, Student Attitudes 1
We investigated the ways intermediate‐level undergraduate students of French interacted with a computerized L2 reading gloss from three perspectives: 1) the relationship between the group's choice of program options and the quantity and accuracy of their comprehension; 2) individual user styles; and 3) student perceptions of the effectiveness of the program. Opinions of the software were unanimously favorable, although there was no evidence of a …
Multitasking, Multilevel, Multimedia Software for Intermediate‐Level French Language Instruction: Ça continue
Researchers and practitioners in the field alike cite the importance of in put from native speech in the language acquisition process. Whether one believes in a theoretical perspective emphasizing the value of input (Krashen 1981; 1982) or the dynamic interaction relation between input and output (Bialystok, 1978), there is little doubt that providing students with sufficiently interesting input material (readings, videos, etc.) in the target lan…
Computers and L2 Reading: Student Performance, Student Attitudes 1
We investigated the ways intermediate‐level undergraduate students of French interacted with a computerized L2 reading gloss from three perspectives: 1) the relationship between the group's choice of program options and the quantity and accuracy of their comprehension; 2) individual user styles; and 3) student perceptions of the effectiveness of the program. Opinions of the software were unanimously favorable, although there was no evidence of a …
Multitasking, Multilevel, Multimedia Software for Intermediate‐Level French Language Instruction: Ça continue
Researchers and practitioners in the field alike cite the importance of in put from native speech in the language acquisition process. Whether one believes in a theoretical perspective emphasizing the value of input (Krashen 1981; 1982) or the dynamic interaction relation between input and output (Bialystok, 1978), there is little doubt that providing students with sufficiently interesting input material (readings, videos, etc.) in the target lan…
Multitasking, Multilevel, Multimedia Software for Intermediate‐Level French Language Instruction: Ça continue
Researchers and practitioners in the field alike cite the importance of in put from native speech in the language acquisition process. Whether one believes in a theoretical perspective emphasizing the value of input (Krashen 1981; 1982) or the dynamic interaction relation between input and output (Bialystok, 1978), there is little doubt that providing students with sufficiently interesting input material (readings, videos, etc.) in the target lan…
Computers and L2 Reading: Student Performance, Student Attitudes 1
We investigated the ways intermediate‐level undergraduate students of French interacted with a computerized L2 reading gloss from three perspectives: 1) the relationship between the group's choice of program options and the quantity and accuracy of their comprehension; 2) individual user styles; and 3) student perceptions of the effectiveness of the program. Opinions of the software were unanimously favorable, although there was no evidence of a …
Computer Science (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Programming language (2 works) · Psychology (2 works) · Software (2 works) · Software (2 works) · Artificial Intelligence (1 works) · Artificial Intelligence (1 works) · Cognitive psychology (1 works)