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Practice Is Important but How about Its Quality?: Contextualized Practice in the Classroom
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Sato, Masatoshi; McDonough, Kim – Studies in Second Language Acquisition, 2019
This study explored the impact of contextualized practice on second language (L2) learners' production of wh-questions in the L2 classroom. It examined the quality of practice (correct vs. incorrect production) and the contribution of declarative knowledge to proceduralization. Thirty-four university-level English as a foreign language learners…
Descriptors: Second Language Learning, Second Language Instruction, Questioning Techniques, English (Second Language)
Aptitude, Experience, and Second Language Pronunciation Proficiency Development in Classroom Settings: A Longitudinal Study
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Saito, Kazuya; Suzukida, Yui; Sun, Hui – Studies in Second Language Acquisition, 2019
The current study longitudinally examined the influence of aptitude on second language (L2) pronunciation development when 40 first-year Japanese university students engaged in practice activities inside and outside English-as-a-Foreign-Language classrooms over one academic year. Spontaneous speech samples were elicited at the beginning, middle,…
Descriptors: Second Language Learning, Second Language Instruction, Pronunciation, Pronunciation Instruction
Peer Interaction and Corrective Feedback for Accuracy and Fluency Development: Monitoring, Practice, and Proceduralization
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Sato, Masatoshi; Lyster, Roy – Studies in Second Language Acquisition, 2012
This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of…
Descriptors: Teaching Methods, English (Second Language), Interaction, Foreign Countries
Deconstructing Comprehensibility: Identifying the Linguistic Influences on Listeners' L2 Comprehensibility Ratings
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Isaacs, Talia; Trofimovich, Pavel – Studies in Second Language Acquisition, 2012
Comprehensibility, a major concept in second language (L2) pronunciation research that denotes listeners' perceptions of how easily they understand L2 speech, is central to interlocutors' communicative success in real-world contexts. Although comprehensibility has been modeled in several L2 oral proficiency scales--for example, the Test of English…
Descriptors: Ability, Suprasegmentals, Evidence, Language Tests
The Relationship between L1 Fluency and L2 Fluency Development
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Derwing, Tracey M.; Munro, Murray J.; Thomson, Ronald I.; Rossiter, Marian J. – Studies in Second Language Acquisition, 2009
A fundamental question in the study of second language (L2) fluency is the extent to which temporal characteristics of speakers' first language (L1) productions predict the same characteristics in the L2. A close relationship between a speaker's L1 and L2 temporal characteristics would suggest that fluency is governed by an underlying trait. This…
Descriptors: Foreign Countries, Mandarin Chinese, Ukrainian, Immigrants
Developing Pragmatic Fluency in English As a Foreign Language.
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House, Juliane – Studies in Second Language Acquisition, 1996
Explores whether pragmatic fluency is best acquired by provision of input and opportunity for communicative practice alone, or whether learners profit more with additional explicit instruction in the use of conversational routines. The article hypothesized that such instruction raises learners' awareness of the functions and contextual…
Descriptors: College Students, Data Collection, Discourse Analysis, English (Second Language)