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Modality and Attention to Meaning and Form in the Input.
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Wong, Wynne – Studies in Second Language Acquisition, 2001
This partial replication of an earlier study that found second language (L2) learners of Spanish have trouble simultaneously attending to meaning and form of aural input addresses the effect of modality on attention to meaning and form by including a written mode and using English as a Second Language. Revealed listening was more difficult than…
Descriptors: English (Second Language), Language Processing, Linguistic Input, Listening Comprehension
First-Language Differences in Processing Spatial/Chronological and Hierarchical Information.
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Martin, Anne V. – Studies in Second Language Acquisition, 1981
Summarizes a study of advanced ESL university students from eight first-language backgrounds and discusses the proficiency differences found between several groups in processing two types of information patterns in written English. Suggests possible variables in cognitive strategies and skills related to the students' different cultural/linguistic…
Descriptors: Cognitive Style, College Students, Cultural Influences, English (Second Language)
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