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Explicit Information and Practice Type Can Affect the L2 Acquisition of Plural Marking: Empirical Insights from Web-Based Contrastive Instruction
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Matt Lucas – Studies in Second Language Acquisition, 2024
Previous research has indicated that explicit information (EI) about either the first language (L1) or second language (L2) along with task-essential practice can facilitate L2 learning (e.g., Fernández, 2008; McManus, 2022). However, little research has examined L1--L2 contrastive EI with L1/L2 practice. Targeting plural-marking accuracy, the…
Descriptors: Native Language, Second Languages, Second Language Learning, Japanese