Within the framework of Conversation Analysis for Second Language Acquisition (CA-SLA), this study uses learning behavior tracking (LBT) (Markee, 2008) with longitudinal data to investigate word learning by one adult second language (L2) user of English. The adult is a first language (L1) user of Japanese with limited proficiency in English. Data…

This study investigated second language fluency development over a nearly 2-year period which included an academic year abroad and the year immediately following the participants' return to their home university. Data from 24 L1 English learners of Spanish were collected 6 times: once before, 3 times during, and 2 times after a 9-month stay…

The present study investigated a group of cognitive individual differences considered advantageous in second language learning and their role in language learning under implicit and explicit feedback conditions using both language awareness and language development measures. The study further investigated whether different types of awareness are…

While oral corrective feedback is a principal focus in second language acquisition research, most studies examine feedback once it has been provided. Investigating how instructors make in-class feedback decisions has not been thoroughly explored, despite the fact that classroom feedback occurs at the discretion of the individual language…