This study explores the reading strategies (RSs) of bilingual and monolingual young learners in their first second languages (L1 L2, respectively)—either Kazakh or Russian as L1 L2—and English a foreign language (L3). It also examines influence RSs on learners’ performance comprehension tests three languages. The test results showed significant differences L1, L3.The for achievement were genera...

In (Xu and Shu in J. Sci. Comput. 40:375–390, 2009), a local discontinuous Galerkin (LDG) method for the surface diffusion of graphs was developed and a rigorous proof for its energy stability was given. Numerical simulation results showed the optimal order of accuracy. In this subsequent paper, we concentrate on analyzing a priori error estimates of the LDG method for the surface diffusion of ...

to enrich our understanding of the attitudinal/motivational basis of foreign language learning at junior high school level, this study investigated the students’ status of l2 motivation, the relationship between motivational factors, and the possibility of predicting their motivated learning behavior in light of dörnyei’s (2005, 2009) theory of l2 motivational self system. to this end, 1462 jun...

In constructivist second language (L2) learning environments, particularly in relatively teacher-remote situations such as those involving Learning Management Systems (LMS), task performance freedom can be an obstacle to the achievement of specific educational objectives. This paper presents an example of task narrowing achieved by Cmap interface related task design. The relations represented b...

In multilevel modeling (MLM), group-level (L2) characteristics are often measured by aggregating individual-level (L1) characteristics within each group so as to assess contextual effects (e.g., group-average effects of socioeconomic status, achievement, climate). Most previous applications have used a multilevel manifest covariate (MMC) approach, in which the observed (manifest) group mean is ...

& Lexical proficiency, as a cognitive construct, is poorly understood. However, lexical proficiency is an important element of language proficiency and fluency, especially for second language (L2) learners. For example, lexical errors are a common cause of L2 miscommunication (Ellis, 1995). Lexical proficiency is also an important attribute of L2 academic achievement (Daller, van Hout, & Treffe...

There is currently no research in the United States that addresses Native English Speaking Teachers (NESTs) and Non-native English Speaking Teachers (NNESTs) who teach in transitional bilingual (Spanish/English) education programs related to the reading achievement scores of those INTERNATIONAL JOURNAL OF EDUCATION 2_______________________________________________________________________________...

Second language (L2) aptitude has been broadly defined as the rate and ease of initially acquiring a second language. Historically, L2 understood stable trait that predetermined achievement, regardless individual learners’ efforts to acquire an L2. This traditional view fixed led it being relatively neglected area research within acquisition (SLA) studies. The little was in fact conducted diagn...