Phonological and Lexical Change in English Linguistics Applying the Dominance Relatedness Approach

[1] Freiermuth, M. R., & Huang, H. C. (2021). Zooming across cultures: can a telecollaborative video exchange between language learning partners further the development of intercultural competences?. Foreign Language Annals, 54. Search in Google Scholar

[2] Porto, G. L. (2020). Cultural diplomacy: building an international cooperation network. Public Administration, 22(1), 58-60. Search in Google Scholar

[3] Parkinson, M. M., & Dinsmore, D. L. (2019). Understanding the developmental trajectory of second language acquisition and foreign language teaching and learning using the model of domain learning. System, 86, 102125. Search in Google Scholar

[4] Ali, D. (2022). Positive psychology in second and foreign language education. ELT Journal(2), 2. Search in Google Scholar

[5] Vold, E. T., & Brkan, A. (2020). Classroom discourse in lower secondary french-as-a-foreign-language classes in norway: amounts and contexts of first and target language use. System, 102309. Search in Google Scholar

[6] Peters, E., Ann-Sophie Noreillie, Heylen, K., Bram Bulté, & Desmet, P. (2019). The impact of instruction and out-of-school exposure to foreign language input on learners’ vocabulary knowledge in two languages. Language Learning, 69(3). Search in Google Scholar

[7] Wang, H., Peng, A., & Patterson, M. M. (2021). The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language. System, 99(3), 102529. Search in Google Scholar

[8] Niu, R., Lu, K., & You, X. (2018). Oral language learning in a foreign language context: constrained or constructed? a sociocultural perspective. System, 74, 38-49. Search in Google Scholar

[9] Afshar, H. S. (2021). Task-related focus-on-forms foreign language vocabulary development: focus on spoken form and word parts. System, 96(3), 102406. Search in Google Scholar

[10] Wintera, B., Perlmana, M., & Majidb, A. (2018). Vision dominates in perceptual language: english sensory vocabulary is optimized for usage. Cognition, 179, 213-220. Search in Google Scholar

[11] Eppp, C. D., & Phirangee, K. (2019). Exploring mobile tool integration: design activities carefully or students may not learn. Contemporary Educational Psychology, 59, 101791. Search in Google Scholar

[12] Nakata, T., Tada, S., Mclean, S., & Kim, Y. A. (2020). Effects of distributed retrieval practice over a semester: cumulative tests as a way to facilitate second language vocabulary learning. TESOL Quarterly. Search in Google Scholar

[13] A, V. K., B, P. D. L., & B, M. P. W. (2018). Cognitive control and phonological awareness in the acquisition of second language vocabulary within the spanish-english dual immersion context. Cognitive Development, 48, 176-189. Search in Google Scholar

[14] Karousou, A., & Nerantzaki, T. (2020). Phonological memory training and its effect on second language vocabulary development. Second language Research, 026765831989851. Search in Google Scholar

[15] Jiang, Y. L. B., & Kuo, L. J. (2019). The development of vocabulary and morphological awareness: a longitudinal study with college efl students. Applied Psycholinguistics, 40(4), 1-27. Search in Google Scholar

[16] A, Y. H., B, K. S. L., A, S. T. C., & A, S. C. S. (2019). An evaluative study of a mobile application for middle school students struggling with english vocabulary learning - sciencedirect. Computers in Human Behavior, 95, 208-216. Search in Google Scholar

[17] Garcia, E. B. (2021). Peer effects on dual language learners’ english and spanish receptive vocabulary development. Early Childhood Research Quarterly, 56, 180-189. Search in Google Scholar

[18] Chow, W. Y., Hui, N. N., Li, Z., & Dong, Y. (2021). Dialogic teaching in english-as-a-second-language classroom: its effects on first graders with different levels of vocabulary knowledge. Language Teaching Research, 136216882098139. Search in Google Scholar