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Gurzynski-Weiss, Laura; Coulter-Kern, Mackenzie; Kuntz, Tess – Foreign Language Annals, 2022
While many elementary-level children in the United States still do not have access to a second/additional language (L2), an increasing number are educated via Foreign Language Exposure (FLEX) tracks. Our two-semester study examines elementary-level L2 learners' engagement, emerging L2 Spanish vocabulary use, and awareness of the arbitrary nature…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Elementary School Students
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Kim, YouJin; Choi, Bumyong; Kang, Sanghee; Kim, Binna; Yun, Hyunae – Foreign Language Annals, 2020
From a sociocultural perspective, collaborative writing tasks offer opportunities to negotiate in decision-making processes while also sharing responsibility for the production of a single text (Storch, 2013, "Collaborative writing in L2 classrooms." Bristol: Multilingual Matters). Although research has found benefits for such tasks…
Descriptors: Comparative Analysis, Written Language, Korean, Second Language Learning
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Vyatkina, Nina – Foreign Language Annals, 2010
This study explores the effectiveness of instructor-written corrective feedback for the improvement of writing accuracy by beginning college-level learners of German. The researcher investigated changes in error rates in six error categories in essay writing in correlation with three different corrective feedback types administered consistently…
Descriptors: Error Patterns, Instructional Effectiveness, German, Grammar
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Han, ZhaoHong – Foreign Language Annals, 2001
Explores the notion of "fine-tuning" in connection with the corrective feedback process. Describes a longitudinal case study, conducted in the context of Norwegian as a second a language, that shows how fine-tuning and lack thereof in the provision of written corrective feedback differentially affects a second language learner's restructuring of…
Descriptors: Case Studies, Error Correction, Feedback, Interlanguage
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Renou, Janet M. – Foreign Language Annals, 2000
Presents results of an exploratory study on advanced-level French second language (L2) learners' metalinguistic awareness. Specifically, learner performance was examined carrying out three steps of a written and oral grammaticality judgment test. Subjects' ability to identify and correct an error, and to provide the rule, were examined, and…
Descriptors: Advanced Students, Comparative Analysis, Error Correction, French