The present study investigated the effects of different types of form-focused instruction (FFI) on the acquisition of French grammatical gender attribution. A quasi-experimental study was conducted with 140 participants in six intact French as a second language (L2) classes. The classes received six 80-minute instructional sessions consisting of…

Research on corrective feedback (CF) and language teachers' beliefs and practices on the provision of CF has been mainly limited to learners' non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners' non-target-like use of formulaic sequences, that is, collocations, idioms, lexical…

This study investigated the occurrence of incidental focus on form in an under-researched context, i.e. the intact foreign language classroom with near-beginner adolescent learners. Two classes of near-beginner learners of L2 French and of L2 Spanish participated in the study. All interactions involving the teacher and a proportion of the students…

We know little about what raters rely on when participating in accentedness perception tasks as their qualitative comments are rarely scrutinised. At the same time, we know that (assumed) social information influences listener behaviour. This study investigates rater attitudes to and stereotypes about speakers of different varieties of English,…

The current study examined how two groups of native speakers--monolingual Canadians and multilingual Singaporeans--differentially perceive foreign accentedness in spontaneous second language (L2) speech. The Singaporean raters, who had exposure to various models of English and also spoke multiple L2s on a daily basis, demonstrated more lenient…

This study describes how oral language was assessed in an advanced-level college foreign language (FL) conversation course. Learners used the American Council on the Teaching of Foreign Languages Proficiency Guidelines to guide self-analyses of their oral production at intervals throughout the course. The intent was to provide opportunities for…

This study examined whether differences in phonological awareness were related to differences in speech comprehensibility. Seventeen adults who learned English as a foreign language (EFL) in academic settings completed 14 tests of phonological awareness that measured their explicit knowledge of English phonological structures, and three tests of…

For over 20 years, SLA research has been investigating the role of negotiation in second language acquisition. While much attention has been given to an examination of the conditions that are necessary for acquisition and the factors that can facilitate opportunities for negotiation, limited attention has been given to a longitudinal study of the…