In the field-dependent/independent model of cognitive or learning style, a field-dependent learning style is defined by a relative inability to distinguish detail from other information around it.
This report investigates the experiences of multilingual francophone children in Cameroon's English Medium Education, by exploring their learning resources and strategies.
In this plenary talk, Silvana evaluates the suitability of teacher education programmes for native and non-native English speaker teachers (NESTs and NNESTs).
Have you ever considered why a learner (even an advanced one) can hear a difficult English word or phrase literally thousands of times and still not use that word in the way that a native speaker does?
It is widely recognized that second language (L2) mental lexicon must be independent of its first language (L1) counterpart, if learners are to use the target language effectively and fluently.
