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Direct linkPan, Junlan; Zhang, Yuyang; Zhang, Wen – Foreign Language Annals, 2023
The current replication study aims to examine the effects of learners' attention to lexical and grammatical forms on meaning comprehension while listening to a passage in Spanish. The registered protocol and materials in the aural mode from Morgan-Short et al.'s (2018) multisite replication study were used, with first language (L1) Chinese-second…
Descriptors: Grammar, Spanish, Second Language Learning, Second Language Instruction
Yeung, Susanna Siu-sze; Qiao, Shen; Pan, Dora Jue; Lin, Dan – Foreign Language Annals, 2023
The longitudinal study investigated the directionality and transfer mechanism of cross-linguistic transfer of phonological awareness between L1 and L2 in predicting early writing (word dictation) in Chinese children learning English as L2. Ninety primary school Grade 1 (P1) students were assessed on phonological awareness in Cantonese (syllable…
Descriptors: Transfer of Training, Phonological Awareness, Writing Skills, Sino Tibetan Languages
Rosenstein, Ofra; Meir, Irit; Miller, Paul – Foreign Language Annals, 2020
The study explored the contribution of prior knowledge and reliance on L1 syntactic knowledge to L2 written sentence comprehension. Participants, 102 native Hebrew speakers at three education levels (junior high, high school, and postsecondary), answered questions in two sentence categories: Semantically plausible sentences that readers can…
Descriptors: Prior Learning, Sentences, Reading Comprehension, Native Language
Peker, Hilal; Regalla, Michele – Foreign Language Annals, 2021
This longitudinal quantitative study examines the first and second language vocabulary development of prekindergarten students enrolled in an inclusive foreign language exploratory (FLEX) program. The FLEX program, framed by the Cognitive Retroactive Hypothesis of cross-linguistic transfer, is situated in a context where students with special…
Descriptors: Second Language Learning, Second Language Instruction, Vocabulary Development, Longitudinal Studies
Sparks, Richard L.; Patton, Jon; Luebbers, Julie – Foreign Language Annals, 2019
Studies with U.S. secondary second language (L2) learners have revealed individual differences (IDs) in first language (L1) skills and L2 aptitude and shown that these IDs are related to L2 achievement and proficiency. In this study, U.S. students were administered measures of L1 achievement, L1 cognitive processing, and L2 aptitude; followed…
Descriptors: Individual Differences, Low Achievement, Language Aptitude, Second Language Learning
Mori, Yoshiko; Calder, Toshiko M. – Foreign Language Annals, 2013
This study examines bilingual vocabulary knowledge in relation to arrival age among first language (L1) Japanese students attending "hoshuukoo" (i.e., supplementary academic schools for Japanese-speaking children) in the United States. It also examines the relationship between L1 Japanese and English as a second language (L2), as…
Descriptors: Japanese, Vocabulary Development, Second Language Learning, Heritage Education
Kilpatrick, Cynthia D.; Pierce, Lori McLain – Foreign Language Annals, 2014
It is well established that learners transfer sounds from their first to their second language when speaking (see Major, 2008, and references therein). Recent work also indicates that learners may transfer their perception of sounds from the first to the second language. In some cases, errors in production and perception are explicitly corrected…
Descriptors: Spanish, Phonemes, Transfer of Training, Auditory Perception
Koike, Dale A.; Palmiere, Denise T. L. – Foreign Language Annals, 2011
This study examines the transfer of first language (L1) and second language (L2) pragmatic expression--realized in the request speech act--in oral and written modalities by Spanish-speaking third language (L3) Portuguese learners (bilingual Spanish heritage speakers, native English speakers who are proficient in L2 Spanish, and native Spanish…
Descriptors: Speech Acts, Second Language Learning, Pragmatics, Native Language
