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The Effects of Textually Enhanced Captions on Written Elicited Imitation in L2 Grammar
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Garcia-Amaya, Lorenzo; Cintron-Valentin, Myrna C. – Modern Language Journal, 2021
As second language (L2) research adapts to the dynamics of multimodal instruction, researchers are exploring the role of captioning and textual enhancement (TE) on learner development. The present experiment assesses the differential effects of textually enhanced captions on learners' elicited imitation of L2 Spanish grammar. Twenty-eight…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Morphemes
Inherent Aspect and L1 Transfer in the L2 Acquisition of Spanish Grammatical Aspect
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Gonzalez, Paz; Quintana Hernandez, Lucia – Modern Language Journal, 2018
The aim of this article is to show that the use of Spanish grammatical aspect is biased by inherent aspect depending on the learner's first language (L1). It considers both the Lexical Aspect Hypothesis (LAH; Andersen, 1986, and his followers) and the L1 Transfer Hypothesis (Izquierdo & Collins, 2008; McManus, 2015), and it compares the use of…
Descriptors: Second Language Learning, Second Language Instruction, Grammar, Prediction
An Experiment in the Relationship of Types of Written Feedback to the Development of Second-Language Writing Skills.
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Kepner, Christine Goring – Modern Language Journal, 1991
Comparison of the effects of error- versus message-oriented written feedback on second-language students' essays found that error corrections and rule reminders did not significantly improve students' written accuracy or enhance the ideational quality of their writing, whereas message-related comments promoted writing proficiency. (63 references)…
Descriptors: College Students, Error Analysis (Language), Essays, Feedback