The relationship between written and spoken recall (SR) has primarily been analyzed with English-speaking monolinguals. Written recall (WR) has been reported more accurate due to higher cognitive load and attention required to produce a text. This study examined the written and spoken text recall relationship in L2 learners of Russian and analyzed…

This paper aims to highlight the significance of color that captivates human attention in learning English collocations in an educational setting. In order to expedite the impact of color on memory, an empirical research was conducted, in which 30 South Asian ESL students of a local university in China were selected as participants, equally…

This study investigated the differential effects of implicit and explicit instruction of refusal strategies in English and whether and how the impacts of instruction methods interact with learners' working memory capacity (WMC). 78 learners of English were assigned to three groups (explicit, implicit, and control). Implicit instruction was…

In an era of globalization, multilingualism is no longer the exception but the rule. To fully promote the communicative and functional development of multilingual learners, different educational programs at school have been implemented in the past few years. The study presented here is a contribution in this direction, by investigating the…

Introduction: The huge impact of technology in the last few decades, and the ample development of information and communication technologies (ICT) has established them as an essential characteristic of today's society. This vertiginous advance, and the quantity and diversity of changes in knowledge that are being generated, are inducing important…

"Focus on form" (FonF) is a central construct in task-based language teaching. The term was first introduced by Michael Long to refer to an approach where learners' attention is attracted to linguistic forms as they engage in the performance of tasks. It contrasts with a structure-based approach--"focus on forms" (FonFs)--where…

This volume celebrates the life and groundbreaking work of Richard Schmidt, the developer of the influential Noticing Hypothesis in the field of second language acquisition. The 19 chapters encompass a compelling collection of cutting­-edge research studies exploring such constructs as noticing, attention, and awareness from multiple perspectives,…

Cognitive load theory has been utilized by second language acquisition (SLA) researchers to account for differences in learner performance with regards to different learning tasks. Certain instructional designs were shown to have an impact on cognitive load and working memory, and this impact was found to be accentuated in a multimedia environment…

Using a new method, 48 children in an elementary school in Rome, Italy, were taught a foreign language (26 English, 22 German) and tested after three years. The authors attempt to explain the variation in test results in terms of the students' attention, memory, and phonetic discrimination. (CFM)