Ghent University Academic Bibliography

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Vocabulary of reading materials in English and French L2 textbooks : a cross-lingual corpus study

Amaury Van Parys (UGent) , Vanessa De Wilde (UGent) , Lieve Macken (UGent) and Maribel Montero Perez (UGent)

(2024) SYSTEM. 124.
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- Journal Article
- A1
- open access
The effects of discourse coherence on the persistence of sentence structures

Chi Zhang, Sarah Bernolet and Robert Hartsuiker (UGent)

(2024) JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION. 50(1). p.137-160
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- A2
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Building vocabulary bridges : exploring pre-service primary school teachers’ dispositions on L2 vocabulary instruction for emergent bilinguals through interactive book reading

Eline Decraene (UGent) , Silke Vanparys (UGent) , Maribel Montero Perez (UGent) and Hilde Van Keer (UGent)

(2023) Education Sciences. 13(12).
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Text reading in English as a second language : evidence from the Multilingual Eye-Movements Corpus

Victor Kuperman, Noam Siegelman, Sascha Schroeder, Cengiz Acartürk, Svetlana Alexeeva, Simona Amenta, Raymond Bertram, Rolando Bonandrini, Marc Brysbaert (UGent) , Daria Chernova, et al.

(2023) STUDIES IN SECOND LANGUAGE ACQUISITION. 45(1). p.3-37
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Text recall and use of advance organisers in first and second language

Sara Dhaene (UGent) and Evy Woumans (UGent)

(2023) STUDIES IN SECOND LANGUAGE ACQUISITION. 45(1). p.264-275
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Structure prediction occurs when it is needed : evidence from visual-world structural priming in Dutch comprehension

Xuemei Chen and Robert Hartsuiker (UGent)

(2023) JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION. 49(6). p.941-958
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Do structural priming and inverse preference effect demand cognitive resources? Evidence from structural priming in production

Xuemei Chen, Suiping Wang and Robert Hartsuiker (UGent)

(2023) LANGUAGE COGNITION AND NEUROSCIENCE. 38(6). p.843-859
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Numeracy and COVID-19 : examining interrelationships between numeracy, health numeracy and behaviour

Nathan T. T. Lau, Eric D. Wilkey, Mojtaba Soltanlou, Rebekka Lagace Cusiac, Lien Peters (UGent) , Paul Tremblay, Celia Goffin, Isabella Starling Alves, Andrew David Ribner, Clarissa Thompson, et al.

(2022) ROYAL SOCIETY OPEN SCIENCE. 9(3).
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Moses or Noah? A case of ‘potato-potahto’ when using a foreign language

Sara Dhaene (UGent) , Nicolas Dirix (UGent) , Hélène Van Marcke (UGent) and Evy Woumans (UGent)

(2022) BILINGUALISM-LANGUAGE AND COGNITION. 25(3). p.444-458
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Quality of teaching in segregated low SES classes : a mixed-methods study

Lisa Dewulf (UGent) , Johan van Braak (UGent) and Mieke Van Houtte (UGent)

(2022) JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK. 27(2). p.103-126

Academic Bibliography

Vocabulary of reading materials in English and French L2 textbooks : a cross-lingual corpus study

The effects of discourse coherence on the persistence of sentence structures

Building vocabulary bridges : exploring pre-service primary school teachers’ dispositions on L2 vocabulary instruction for emergent bilinguals through interactive book reading

Text reading in English as a second language : evidence from the Multilingual Eye-Movements Corpus

Text recall and use of advance organisers in first and second language

Structure prediction occurs when it is needed : evidence from visual-world structural priming in Dutch comprehension

Do structural priming and inverse preference effect demand cognitive resources? Evidence from structural priming in production

Numeracy and COVID-19 : examining interrelationships between numeracy, health numeracy and behaviour

Moses or Noah? A case of ‘potato-potahto’ when using a foreign language

Quality of teaching in segregated low SES classes : a mixed-methods study

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