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Carla H. Consolini; Kristopher Kyle – Applied Linguistics, 2024
Research has demonstrated that features of lexical and lexicogrammatical use are important predictors of productive second language (L2) proficiency (e.g. Kyle et al. 2018). While some features of lexical use have been studied with L2s other than English (e.g. Tracy-Ventura 2017), multivariate lexical and lexicogrammatical approaches in these L2s…
Descriptors: Second Language Learning, Language Proficiency, Spanish, Written Language
Paulina Horbowicz; Marte Nordanger – Applied Linguistics, 2025
Drawing on recent scholarship integrating usage-based linguistics (UBL) and conversation analysis (CA) in the investigation of second language development, this paper reports on a microanalysis tracing one adult learner's recurring, increasingly frequent, and diverse use of the multiword expression "det er sant" (it/that is true) (DES)…
Descriptors: Second Language Learning, Expressive Language, Interaction, Speech Communication
Jia Lin; Yuan Lu – Applied Linguistics, 2025
This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers' perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were…
Descriptors: Second Language Learning, Chinese, Grammar, Difficulty Level
Ana Pellicer-Sánchez; Stuart Webb; Andi Wang – Applied Linguistics, 2024
Lexical coverage, i.e. the extent to which words in a text are known, is considered an important predictor of reading comprehension, with studies suggesting 98% lexical coverage leads to adequate comprehension. However, no studies to date have examined how the various lexical coverage percentages suggested in the literature are reflected by the…
Descriptors: Vocabulary Development, Reading Comprehension, Cognitive Processes, English (Second Language)
Dewaele, Jean-Marc; Saito, Kazuya; Halimi, Florentina – Applied Linguistics, 2023
The current study contributes to the recent debate on the question whether learner emotions can be intrinsically motivating or whether they are no more than diffuse action tendencies (Dörnyei 2020). Adopting a longitudinal approach, we combined repeated analysis of variances and mixed effects modelling to capture interactions between Foreign…
Descriptors: Second Language Learning, Learner Engagement, Learning Motivation, Psychological Patterns
The Causal Relationship between Learner Motivation and Language Achievement: New Dynamic Perspective
Alamer, Abdullah; Alrabai, Fakieh – Applied Linguistics, 2023
It is well known that successful second language (L2) learners are motivated individuals. Accordingly, L2 researchers have tested the predictive power of different motivational constructs on language learning outcomes. However, this perspective appears to neglect the assessment of achievement as a predictor of future motivation. To assess this…
Descriptors: Learning Motivation, Second Language Learning, Achievement, Academic Achievement
Emanuel Bylund; Zainab Khafif; Robyn Berghoff – Applied Linguistics, 2024
The present study assesses linguistic and geographic diversity in selected outlets of SLA and multilingualism research. Specifically, we examine over 2,000 articles published in specialized top-tier journals, recording the languages under study and their acquisition order, author affiliations, the country in which the research was conducted, and…
Descriptors: Second Language Learning, Second Language Instruction, Multilingualism, Periodicals
Devin Grammon – Applied Linguistics, 2025
This article examines cases where two study abroad students--Rita and Jack--problematized the normative use of specific dialectal variants by local native speakers at the end of their Spanish immersion program in Peru. Specifically, it explores what these cases reveal about second language learners' sociolinguistic competence in a study abroad…
Descriptors: Study Abroad, Dialects, Language Usage, Spanish
Hoi Vo – Applied Linguistics, 2024
L2 learner engagement is an emerging but critical construct in the field of psychology of language learning and teaching. However, research on L2 learner engagement has suffered from the inconsistent operationalization of the multidimensional structure of the construct and the conceptual overlap among its different components, making research…
Descriptors: Second Language Learning, Learner Engagement, English (Second Language), Asians
Abdullah Alamer; Mark Feng Teng; Atsushi Mizumoto – Applied Linguistics, 2025
Research into self-regulating capacity in vocabulary learning is recognized as a significant topic within the second language domain. The self-regulating capacity in vocabulary learning scale (SRCvoc; Tseng et al. 2006) is arguably the most widely used tool for assessing this construct. The common factor model, which is applied through…
Descriptors: Construct Validity, Language Proficiency, Vocabulary Skills, Factor Analysis
Pawlak, Miroslaw; Csizér, Kata – Applied Linguistics, 2023
Although there is consensus that second language grammar instruction is needed, some controversial issues remain. Whatever instructional options are selected, it is vital that they allow the development of not only explicit knowledge but also implicit or at least automatized knowledge that can be used in real-time interaction. Since this aim is…
Descriptors: Grammar, Learning Strategies, Foreign Countries, Comparative Analysis
Botes, Elouise; van der Westhuizen, Lindie; Dewaele, Jean-Marc; MacIntyre, Peter; Greiff, Samuel – Applied Linguistics, 2022
Foreign language classroom anxiety (FLCA) is a popular construct in applied linguistics research, traditionally measured with the 33-item Foreign Language Classroom Anxiety Scale (FLCAS). However, recent studies have started utilizing the eight-item Short-Form FLCAS (S-FLCAS). There is therefore a need, which this study addressed in five…
Descriptors: Test Validity, Second Language Learning, Anxiety, Measures (Individuals)
Lesonen, Sirkku; Steinkrauss, Rasmus; Suni, Minna; Verspoor, Marjolijn – Applied Linguistics, 2021
This study investigates the formal verbalizations of evaluation used by four beginning L2 learners of Finnish from a dynamic usage-based perspective. Longitudinal data collected weekly were used to investigate what kind of constructions learners use to express evaluation and how these interact and develop over time. The results show that when a…
Descriptors: Finno Ugric Languages, Second Language Learning, Verbal Communication, Evaluation
Xun Yan; Yuyun Lei; Chilin Shih – Applied Linguistics, 2024
There is a prevailing belief that second language (L2) textbooks should strive for authenticity, aiming to accurately and reliably represent natural language use. However, assessing the authenticity of language textbooks is not a straightforward task, as it requires both a comparison between instructional texts and real-world language use and a…
Descriptors: Textbooks, Universities, Chinese, Language Usage
David O'Reilly; Luling Yan – Applied Linguistics, 2025
The present study continues research that takes non-serious language more seriously (Cekaite and Aronsson 2005) by focusing on a central second language (L2) Metaphoric Competence factor, Metaphor Language Play (MLP). For willing learners, MLP offers a diversity of benefits (Bushnell 2009; Bell 2012a) despite being one of the most challenging…
Descriptors: English (Second Language), Second Language Learning, Figurative Language, Mandarin Chinese