Because of authentic exposure, study-abroad sojourners are expected to become more proficient in terms of holistic formulaicity (defined as targetlike language use of intensifiers, fillers, multiword sequences, lexical features, verb-argument constructions, pragmatic and discourse features, and so on), use of formulaic sequences, and lexical…

Taking a psycholinguistic orientation within task-based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex…

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…

Examined the role of awareness in relation to R. W. Schmidt's noticing hypothesis in second language acquisition. The study analyzed the think-aloud protocols of adult learners of Spanish as a second language as they were completing a problem-solving task as well as their immediate performances on two post-exposure assessment tasks, a recognition…