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The Relative Efficacy of Input Enhancement, Input Flooding, and Output-Based Instructional Approaches in the Acquisition of L2 Request Modifiers
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Fakher Ajabshir, Zahra – Language Teaching Research, 2022
This study investigates the effects of input-based and output-based instructions on the acquisition of second language (L2) request modifiers. Four intact classes were randomly assigned to textual enhancement (TE), input flooding (IF), output-based instruction (OI), and control (CO) groups. The TE group watched some captioned videos on requests…
Descriptors: Pragmatics, Linguistic Input, Second Language Learning, Second Language Instruction
On the Role of L1 Markedness and L2 Input Robustness in Determining Potentially Fossilizable Language Forms in Iranian EFL Learners' Writing
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Nushi, Musa – Journal of Language and Linguistic Studies, 2016
Han's (2009, 2013) selective fossilization hypothesis (SFH) claims that L1 markedness and L2 input robustness determine the fossilizability (and learnability) of an L2 feature. To test the validity of the model, a pseudo-longitudinal study was designed in which the errors in the argumentative essays of 52 Iranian EFL learners were identified and…
Descriptors: Foreign Countries, Longitudinal Studies, English (Second Language), Second Language Instruction
The Influence of Explicit Cross-Linguistic Consciousness-Raising on the EL Writing of the Iranian English Language Learners
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Hosseininik, Seyyed Yavar; Sangani, Hamid Rahmani – Advances in Language and Literary Studies, 2014
This study investigates the effects of cross-linguistic consciousness-raising through comparing and contrasting learners' L1 (Persian) and L2 (English) on their L2 written performance. To do this, sixty intermediate language learners, both male and female, learning English at two private institutes in Yasuj, Iran, were chosen as the participants…
Descriptors: Computational Linguistics, English (Second Language), Second Language Learning, Second Language Instruction
On the Effect of Gender and Years of Instruction on Iranian EFL Learners' Collocational Competence
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Ganji, Mansoor – English Language Teaching, 2012
This study investigates the Iranian EFL learners' Knowledge of Lexical Collocation at three academic levels: freshmen, sophomores, and juniors. The participants were forty three English majors doing their B.A. in English Translation studies in Chabahar Maritime University. They took a 50-item fill-in-the-blank test of lexical collocations. The…
Descriptors: English (Second Language), Second Language Learning, Foreign Countries, Interlanguage
Quantification and Negation Scope Ambiguity Resolution: An Interlanguage Study
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Asadollahfam, Hassan; Lotfi, Ahmad Reza – English Language Teaching, 2010
Two off-line and on-line reading tasks investigated the real-time comprehension of doubly quantified sentences with sentential negation interaction. The results showed that perceivers experienced processing difficulty in assigning inverse-scope interpretations to the sentences with double operators, not only when such sentences appeared in…
Descriptors: Ambiguity (Semantics), Semantics, Interlanguage, Reading Comprehension