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Direct linkYoojin Chung; Andrea Révész – Language Teaching Research, 2024
This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly…
Descriptors: Second Language Learning, Child Language, Morphemes, Prior Learning
Zhao, Yongbin; Ellis, Rod – Language Teaching Research, 2022
This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person "-s." One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received…
Descriptors: Error Correction, Feedback (Response), Second Language Instruction, Second Language Learning
Dao, Phung; Iwashita, Noriko; Gatbonton, Elizabeth – Language Teaching Research, 2017
This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The…
Descriptors: Task Analysis, Second Language Learning, Second Language Instruction, English (Second Language)
LaBrozzi, Ryan M. – Language Teaching Research, 2016
Previous research investigating the effectiveness of textual enhancement as a tool to draw adult second language (L2) learners' attention to the targeted linguistic form has consistently produced mixed results. This article examines how L2 form recognition and reading comprehension are affected by different types of textual enhancement.…
Descriptors: Second Language Learning, Second Language Instruction, Reading Comprehension, Control Groups
Kartchava, Eva; Ammar, Ahlem – Language Teaching Research, 2014
This quasi-experimental study investigated the noticeability and effectiveness of three corrective feedback (CF) techniques (recasts, prompts and a combination of the two) delivered in the language classroom. The participants were four groups of high-beginner college level francophone learners of English as a second language (ESL) (n = 99) and…
Descriptors: Error Correction, Feedback (Response), Teaching Methods, Second Language Learning
Benati, Alessandro – Language Teaching Research, 2005
This paper presents the results of a parallel classroom experiment investigating the effects of processing instruction, traditional instruction and meaning-based output instruction on the acquisition of the English past simple tense. The subjects involved in the present studies were Chinese and Greek school-age learners of English residing in…
Descriptors: Language Processing, Test Construction, Conventional Instruction, Morphemes
