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Enhanced Second Language Vocabulary Learning through Phonological Specificity Training in Adolescents
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van de Ven, Marco; Segers, Eliane; Verhoeven, Ludo – Language Learning, 2019
This longitudinal randomized trial study investigated the effects of phonological specificity training on second language (L2) vocabulary learning. Eighty-six Dutch secondary-school students participated in one of two experimental conditions or in an animacy judgment (active control) condition. Participants in the phonological specificity training…
Descriptors: Second Language Learning, Vocabulary Development, Phonology, Pretests Posttests
An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer-Mediated Communication
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Arroyo, Diana C.; Yilmaz, Yucel – Language Learning, 2018
This study investigated the role of corrective feedback timing in the acquisition of Spanish noun--adjective gender agreement. Forty-five learners completed a communicative task via synchronous computer-mediated communication (SCMC) in one of three groups (immediate, delayed, control). The immediate-feedback group received error reformulations…
Descriptors: Feedback (Response), Computer Mediated Communication, Synchronous Communication, Error Correction
Cross-language Similarity Modulates Effectiveness of Second Language Grammar Instruction
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Tolentino, Leida C.; Tokowicz, Natasha – Language Learning, 2014
We investigated the effects of instruction method and cross-language similarity during second language (L2) grammar learning. English speakers learned a subset of Swedish using contrast and color highlighting (Salience Group), contrast and highlighting with grammatical explanations (Rule & Salience Group), or neither (Control Group with…
Descriptors: Second Language Learning, Second Language Instruction, Grammar, Sentences
The Effects of Task Complexity and Input Frequency on the Acquisition of the Past Counterfactual Construction through Recasts
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Révész, Andrea; Sachs, Rebecca; Hama, Mika – Language Learning, 2014
This investigation examined two techniques that may help learners focus on second language (L2) constructions when recasts are provided during meaning-based communicative activities: altering the cognitive complexity of tasks and manipulating the input frequency distributions of target constructions. We first independently assessed the validity of…
Descriptors: Linguistic Input, Adults, English (Second Language), Second Language Learning
Working Memory and the Observed Effectiveness of Recasts on Different L2 Outcome Measures
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Revesz, Andrea – Language Learning, 2012
This study examined whether the observed effectiveness of recasts is influenced by the type of outcome measure used and whether different aspects of working memory are differentially associated with learners' performance on the various outcome measures. The participants were 90 learners of English as a foreign language, who were randomly assigned…
Descriptors: Control Groups, Short Term Memory, English (Second Language), Second Language Learning
Attention to Form and Meaning Revisited
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Leow, Ronald P.; Hsieh, Hui-Chen; Moreno, Nina – Language Learning, 2008
The present study revisited the issue of simultaneous attention to form and meaning from a methodological perspective that addressed several potential methodological issues of previous research in this strand of inquiry. Seventy-two second-semester-level participants were randomly assigned to one of five experimental groups, including a control,…
Descriptors: Experimental Groups, Reading Comprehension, Protocol Analysis, Multiple Choice Tests