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Kam, Emily Fen; Liu, Yeu-Ting; Tseng, Wen-Ta – ReCALL, 2020
Captioned video is widely used to enhance second language (L2) learners' exposure to oral input beyond the classroom setting, and captioning has been found to provide an instantaneous, useful visual aid for parsing and understanding L2 oral discourse. Nevertheless, a meta-analysis has shown that captioning exerts a selective effect on L2 learners…
Descriptors: Video Technology, Second Language Learning, Second Language Instruction, Oral Language
Gurzynski-Weiss, Laura, Ed. – Language Learning & Language Teaching, 2020
This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Sociocultural Patterns
Scholnick, Ellin Kofsky – 1996
A study investigated the relationship between formal and conversational logic. Thirty-two male and 32 female college students evaluated the conclusions of conditional syllogism and participated in an interview adapted from Deanna Kuhn's (1991) monograph, "The Skills of Argument." Students were asked to provide explanations for several…
Descriptors: Abstract Reasoning, Children, Cognitive Processes, Cognitive Style

Elliott, A. Raymond – Hispania, 1997
Discusses research on phonological instruction that indicates that improvement in pronunciation for adult foreign language learners is possible via a multimodal methodology designed to accommodate individual learning styles. An extension of this research examines experimental subjects' improvement in pronunciation accuracy and pinpoints areas…
Descriptors: Adult Students, Analysis of Covariance, Cognitive Style, Graduate Surveys

Cardoza, Lenore Firsching – TESOL Journal, 1994
Discusses the merit in having every English-as-a-Second-Language learner speak during every session to practice English as opposed to the value of allowing a period of silence until the student is ready to speak. It is crucial to provide a stimulus for meaningful interaction and to follow up with opportunities for each learner to use an individual…
Descriptors: Adult Students, Classroom Environment, Cognitive Style, Discourse Analysis
McLaughlin, Barry – 1992
By discussing commonly held myths and misconceptions about second language learning, this discussion attempts to clarify a number of important issues concerning the ease and rapidity with which children learn a second language, the optimal age at which to begin second language instruction, the importance of the extent of exposure to the second…
Descriptors: Age Differences, Cognitive Style, Cultural Context, Cultural Differences