By the same authors

Second language input, working memory and dyslexia

Research output: Contribution to conferencePaperpeer-review




ConferenceThe 51st IATEFL Conference
Country/TerritoryUnited Kingdom
Conference date(s)4/04/177/04/17
Internet address

Publication details

DatePublished - 2017
Original languageEnglish


I will share my research findings that show how learners’ attention to input changes depending on the type of input that they receive: e.g., input with maximum teacher support and minimum teacher support. I will also highlight how learners’ working memory influences their attention and, as teachers, what we can do to help dyslexic learners who have low-working memory.

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