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Direct linkNoam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Hang Wei; Julie E. Boland; Chi Zhang; Anlin Yang; Fang Yuan – Language Learning, 2024
This study examined structural priming during online second language (L2) comprehension. In two self-paced reading experiments, 64 intermediate to advanced Chinese learners of English as a foreign language read coordinated noun phrases where the conjuncts had either the same structure or different structures. Experiment 1 showed that the second…
Descriptors: Chinese, Native Language, English (Second Language), Second Language Learning
Kang, Okim; Thomson, Ron I.; Moran, Meghan – Language Learning, 2018
This study compared five research-based intelligibility measures as they were applied to six varieties of English. The objective was to determine which approach to measuring intelligibility would be most reliable for predicting listener comprehension, as measured through a listening comprehension test similar to the Test of English as a Foreign…
Descriptors: Language Variation, English (Second Language), Comparative Analysis, Listening Comprehension
Frizelle, Pauline; Thompson, Paul; Duta, Mihaela; Bishop, Dorothy V. M. – Language Learning, 2019
We examined the effect of two methods of assessment--multiple-choice sentence-picture matching and an animated sentence-verification task--on typically developing children's understanding of relative clauses. A sample of children between the ages of 3 years 6 months and 4 years 11 months took part in the study (N = 103). Results indicated that (a)…
Descriptors: Preschool Children, Testing, Syntax, Comparative Analysis
Shintani, Natsuko; Li, Shaofeng; Ellis, Rod – Language Learning, 2013
This article reports a meta-analysis of studies that investigated the relative effectiveness of comprehension-based instruction (CBI) and production-based instruction (PBI). The meta-analysis only included studies that featured a direct comparison of CBI and PBI in order to ensure methodological and statistical robustness. A total of 35 research…
Descriptors: Meta Analysis, Comprehension, Grammar, Educational Research
Thomas, Holly Krech; Healy, Alice F. – Language Learning, 2012
Text comprehension models in first and second language reading research posit that slow word recognition inhibits reading speed and decreases comprehension. To investigate the role of word recognition in reading, 2 experiments examined rereading benefits in participants' first and second languages using scrambled and normal versions of English and…
Descriptors: Reading Comprehension, Reading Research, Second Language Learning, Word Recognition
Taguchi, Naoko – Language Learning, 2011
This cross-sectional study examined the effect of general proficiency and study-abroad experience on pragmatic comprehension in second-language English. Participants were 25 native English speakers and 64 Japanese college students of English divided into three groups. Group 1 (n = 22) had lower proficiency and no study-abroad experience. Group 2…
Descriptors: Listening Comprehension Tests, English (Second Language), Pragmatics, Second Language Learning
Montrul, Silvina; Foote, Rebecca; Perpinan, Silvia – Language Learning, 2008
This study investigates knowledge of gender agreement in Spanish L2 learners and heritage speakers, who differ in age and context/mode of acquisition. On some current theoretical accounts, persistent difficulty with grammatical gender in adult L2 acquisition is due to age. These accounts predict that heritage speakers should be more accurate on…
Descriptors: Second Language Learning, Spanish, Language Acquisition, Age
Lee, Sang-Ki – Language Learning, 2007
This quasi-experimental study attempts to incorporate grammatical elements into meaning-focused reading classes by attracting learner attention to form with minimal interruption to meaning comprehension. Two hundred fifty-nine Korean English as a foreign language students underwent four different treatments--involving textual enhancement and topic…
Descriptors: Familiarity, Reading Comprehension, English (Second Language), Second Language Learning
Rott, Susanne – Language Learning, 2007
Research on second language lexical development during reading has found positive effects for word frequency, the provision of glosses, and elaborative word processing. However, findings have been inconclusive regarding the effect of such intervention tasks on long-term retention. Likewise, few studies have looked at the cumulative effect of…
Descriptors: Second Language Learning, Semantics, Reading Processes, Word Frequency
Sparks, Richard; Patton, Jon; Ganschow, Leonore; Humbach, Nancy – Language Learning, 2009
This study investigated the relationship of first language (L1) skills in elementary school and second language (L2) learning in high school. Students classified as high-, average-, and low-proficiency L2 learners were compared on L1 achievement measures of reading, spelling, vocabulary, phonological awareness, and listening comprehension…
Descriptors: Listening Comprehension, Spelling, Phonological Awareness, Decoding (Reading)
Peer reviewedMarkham, Paul; Latham, Michael – Language Learning, 1987
Assesses the influence of religious-specific background knowledge on adult ESL listening comprehension. Sixteen Moslems, 20 Christians, and 28 religion-neutral students listened to two passages, one on prayer rituals of Islam and one on those of Christianity. Students better recalled and understood the passage related to their respective religious…
Descriptors: Christianity, Comparative Analysis, English (Second Language), Higher Education
Peer reviewedBoyle, Joseph P. – Language Learning, 1987
First language studies show boys superior to girls in listening vocabulary, though girls are otherwise superior in language ability. A second language study used two sets of Chinese college students (n=285 and 205). Ten tests for proficiency in English and two listening vocabulary tests (described in text) yielded similar results. (Author/LMO)
Descriptors: Chinese, College Students, Comparative Analysis, English (Second Language)
Mueller, Jutta L. – Language Learning, 2006
The present chapter bridges two lines of neurocognitive research, which are, despite being related, usually discussed separately from each other. The two fields, second language (L2) sentence comprehension and artificial grammar processing, both depend on the successful learning of complex sequential structures. The comparison of the two research…
Descriptors: Language Processing, Reading Comprehension, Second Language Learning, Models
Peer reviewedBerent, Gerald P. – Language Learning, 1983
Misinterpretations of the logical subject of infinitives by second language learners and prelingually deaf adults are compared with children's extension of the minimal distance principle during acquisition of infinitive complement structures and other research studies. Later acquisition of certain structure is explained in terms of the sentences'…
Descriptors: Adults, Comparative Analysis, Comprehension, Deafness
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