The focus of this paper is replication research in pedagogical approaches to spoken fluency and formulaic sequences, and in particular, a call for replication of two often cited studies: Wood (2009) and Boers, Eyckmans, Kappel, Stengers & Demecheleer (2006). We begin by presenting a brief background to fluency and formulaic language, and…

This paper reports on an approximate or partial replication of a study by Salsbury, Crossley & McNamara (2011) that examined the longitudinal developmental of a number of core lexical features related to word imageability, concreteness, familiarity, and meaningfulness in a spoken corpus of English second language (L2) learners. Salsbury et al.…

That learners who want to develop good pragmatically-appropriate speaking skills in a language also need to develop good pronunciation is beyond dispute, and yet research continues to report that both areas still have low visibility in the curriculum and are often treated as poor relations in the classroom. Many teachers are still wary of what…

The majority of studies in second-language (L2) speech processing have involved unimodal (i.e., auditory) input; however, in many instances, speech communication involves both visual and auditory sources of information. Some researchers have argued that multimodal speech is the primary mode of speech perception (e.g., Rosenblum 2005). Research on…

Recent years have brought increasing attention to studies of language acquisition in a country where the language is spoken, as opposed to formal language study in classrooms. Research on language learners in immersion contexts is important, as the question of whether study abroad is valuable is still somewhat controversial among researchers…