This is one in a series of reports on The Latin Project, developed by Sanz, Bowden, and Stafford at Georgetown University to investigate the relationship among individual differences and pedagogical variables in the acquisition of nonprimary languages. This publication reports findings from Lado's and Lin's PhD qualifying papers and includes data gathered by an excellent group of graduate students: Mariona Anfruns, Chris Barley, Kaylea Mayer, Almitra Medina, Amy Pogoriler, Lara Rivera, Rebecca Sachs, and Iñigo Yanguas. We acknowledge Georgetown's GSAS and FLL funding to Sanz and the invaluable assistance provided by Dr. RuSan Chen, senior statistician, and Bill Garr, senior programmer. We also thank Robert DeKeyser and our three reviewers for their insightful comments; any errors are undoubtedly ours. An early version of this article was presented as part of a SLRF'05 panel on the Latin Project.
Concurrent Verbalizations, Pedagogical Conditions, and Reactivity: Two CALL Studies
Article first published online: 19 FEB 2009
© 2009 Language Learning Research Club, University of Michigan
Volume 59, Issue 1, pages 33–71, March 2009
How to Cite
Sanz, C., Lin, H.-J., Lado, B., Bowden, H. W. and Stafford, C. A. (2009), Concurrent Verbalizations, Pedagogical Conditions, and Reactivity: Two CALL Studies. Language Learning, 59: 33–71. doi: 10.1111/j.1467-9922.2009.00500.x
- Issue published online: 19 FEB 2009
- Article first published online: 19 FEB 2009
- Revised version accepted 29 February 2008
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