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Chen, Tianxu; Koda, Keiko; Wiener, Seth – Reading and Writing: An Interdisciplinary Journal, 2020
Recent second language (L2) reading studies have examined how characteristics of an individual learner and word-specific linguistic properties jointly predict successful L2 word-meaning inference, i.e., a learner's ability to guess the meaning of an unknown word. Semantic transparency is one such word-specific property. Each constituent morpheme…
Descriptors: Foreign Countries, Semantics, Second Language Learning, Chinese
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Natasha Tokowicz; Tessa Warren; Leida Tolentino – Language Teaching Research Quarterly, 2024
Adult second language learners arrive at the language learning situation with an already formed first language grammar system in place. The study of cross-language similarity across the first and second languages explores how the similarities and differences in the two languages make learning more or less difficult, particularly for adult…
Descriptors: Morphology (Languages), Syntax, Grammar, Second Language Learning
Joshua Buffington – ProQuest LLC, 2023
For many people, learning a second language as an adult is a challenging endeavor. Much interest in the study of adult second language learning has concerned the type of input that learners receive in their second language, with findings suggesting that second language learners are often exposed to a register of speech called 'foreigner talk' that…
Descriptors: Linguistic Input, Second Language Learning, Second Language Instruction, Memory
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Mansfield, John; Saldana, Carmen; Hurst, Peter; Nordlinger, Rachel; Stoll, Sabine; Bickel, Balthasar; Perfors, Andrew – Cognitive Science, 2022
Inflectional affixes expressing the same grammatical category (e.g., subject agreement) tend to appear in the same morphological position in the word. We hypothesize that this cross-linguistic tendency toward "category clustering" is at least partly the result of a learning bias, which facilitates the transmission of morphology from one…
Descriptors: Morphology (Languages), Morphemes, Grammar, Transfer of Training
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Westergaard, Marit – Second Language Research, 2021
In this article, I argue that first language (L1), second language (L2) and third language (L3) acquisition are fundamentally the same process, based on learning by parsing. Both child and adult learners are sensitive to fine linguistic distinctions, and language development takes place in small steps. While the bulk of the article focuses on…
Descriptors: Multilingualism, Linguistic Input, Second Language Learning, Native Language
James M. Stratton – ProQuest LLC, 2022
The question of whether second languages (L2s) are best learned implicitly or explicitly has been a topic of much empirical discourse, with the majority of studies pointing to the benefits of explicit instruction when learning L2 grammar rules. However, given the focus on grammar, it is unclear how generalizable these findings are to other…
Descriptors: Second Language Learning, Second Language Instruction, Task Analysis, Auditory Perception
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Virlan, Ayse Yilmaz – Journal of English Teaching, 2022
In second language teaching and learning, making errors is inevitable as language learning requires a lot of cognitive effort and concentration on the part of learners. Understanding the types and frequencies of student errors is, therefore, an important issue for ESL and EFL teachers to determine how students can be helped to improve their skills…
Descriptors: Teaching Methods, Error Correction, Cognitive Ability, Second Language Instruction
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Bell, Philippa K. – Applied Linguistics, 2017
Do adults learn the same syntactic second language (L2) form explicitly and implicitly simultaneously during meaning-based exposure, and does the type of learning (explicit and/or implicit) affect subsequent performance. In this study, 81 anglophones completed comprehension tasks providing incidental exposure to a semi-artificial language (English…
Descriptors: Syntax, Second Language Learning, English (Second Language), German
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Hudson Kam, Carla L. – Language Learning and Development, 2018
Adult learners know that language is for communicating and that there are patterns in the language that need to be learned. This affects the way they engage with language input; they search for form-meaning linkages, and this effortful engagement could interfere with their learning, especially for things like grammatical gender that often have at…
Descriptors: Infants, Adult Learning, Grammar, Language Patterns
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Roehr-Brackin, Karen – Language Learning, 2014
This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner's use of two L2 constructions, the German Perfekt of "gehen" ("go," "walk") and "fahren"…
Descriptors: Second Language Learning, Second Language Instruction, Language Usage, Learning Processes
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Johnson, Michele K. – Language Documentation & Conservation, 2014
way', iskwíst, "my name is", S?ímla?xw, and I am from Penticton BC, Canada. kn sqilxw. I am a Syilx (Okanagan, Interior Salish) adult language learner. My cohort and I are midway in our language transformation to become proficient speakers. Our names are Prasát, S?ímla?xw, C'?r?tups, X?wnámx?wnam, Sta?qwálqs, and our Elder, S?amtíc'a?.…
Descriptors: American Indian Languages, Foreign Countries, Adult Learning, Canada Natives
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Saito, Kazuya – Language Learning, 2013
The current study investigated the impact of recasts together with form-focused instruction (FFI) on the development of second language speech perception and production of English /?/ by Japanese learners. Forty-five learners were randomly assigned to three groups--FFI recasts, FFI only, and Control--and exposed to four hours of communicatively…
Descriptors: Second Language Learning, Experimental Groups, Pronunciation, Auditory Perception
Pitkanen, Ilona – ProQuest LLC, 2010
The research presented in this dissertation examined changes in brain activity associated with learning, forgetting and using a second language. The first experiment investigated the changes that occur when novice adult second language learners acquire and forget second language words. Event-related brain potentials were measured while native…
Descriptors: Visual Stimuli, Correlation, Vowels, Grammar
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Scheffler, Pawel – International Review of Applied Linguistics in Language Teaching (IRAL), 2008
Learning a language in a natural way is normally understood to involve the development of implicit knowledge of that language. The acquisition of such knowledge takes place through communication and is driven by learner-internal mechanisms which cannot be directly influenced by formal instruction. In the case of foreign or second language (L2)…
Descriptors: Second Languages, Adult Learning, Learning Processes, Second Language Instruction