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Comparing the Longitudinal Development of Phraseological Complexity across Oral and Written Tasks
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Nathan Vandeweerd; Alex Housen; Magali Paquot – Studies in Second Language Acquisition, 2023
This study builds upon previous research investigating the construct validity of phraseological complexity as an index of L2 development and proficiency. Whereas previous studies have focused on cross-sectional comparisons of written productions across proficiency levels, the current study compares the "longitudinal" development of…
Descriptors: Comparative Analysis, Second Language Learning, Language Proficiency, Longitudinal Studies
Processing Instruction and the Effects of Input Modality and Voice Familiarity on the Acquisition of the French Causative Construction
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Ito, Kiwako; Wong, Wynne – Studies in Second Language Acquisition, 2019
Two eye-tracking experiments tested (a) whether L2 learners benefit from the consistency of input modality (auditory instead of written processing instruction [PI] training) and (b) whether they benefit from training using the same voice as the test voice. Results confirmed a robust effect of PI training on picture-selection accuracy, yet the…
Descriptors: French, Teaching Methods, Eye Movements, Second Language Learning
The Effect of Prereading, Rhetorically-Oriented Frameworks on the Recall of Two Structurally Different Expository Texts.
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Lee, James F.; Riley, Gail L. – Studies in Second Language Acquisition, 1990
Explored the effect of giving novice foreign language readers information about the rhetorical structure of an expository text as a text adjunct. Results indicated that an expanded framework is an effective text adjunct for the comprehension of the expository prose. (27 references) (Author/CB)
Descriptors: College Students, Expository Writing, French, Higher Education
Evaluating the Relative Effectiveness of Structured-Input and Output-Based Instruction in Foreign Language Learning: Results from an Experimental Study
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Erlam, Rosemary – Studies in Second Language Acquisition, 2003
This paper reviews studies that have contrasted the effectiveness of structured-input instruction with output-based instruction. It then presents results from a study comparing the relative effects of structured-input and output-based instruction on students' ability to comprehend and produce direct object pronouns in second language French. Three…
Descriptors: Linguistic Input, Reading Comprehension, Listening Comprehension, Second Language Learning