In response to Leaver, Rifkin, and Shekhtman (2004), Wong and VanPatten (2004) challenged instructors of Russian to present evidence for the claim that mechanical drills (Traditional Instruction) were necessary for second language learning, and to demonstrate empirically the claim that Processing Instruction would not be an effective intervention…

This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English-speaking first-semester learners of Spanish attempted to learn 24 Spanish nouns via word-picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the…

Discusses spontaneous playback, an involuntary, sometimes insistent mental "replay" of the second language being studied. A survey of 160 second-language students determined that playback is not limited to a small number of language-oriented people but is in fact a widespread phenomenon. (SED)

Investigated ways in which different writing tasks influence quality and quantity of foreign language composition, as well as writing strategies used by American college students when composing in Japanese as a foreign language. Study proposed to compare qualitative and quantitative differences between descriptive and narrative writing tasks; to…

Examination of the effects of transferred vocabulary knowledge on college students' (N=24) acquisition of Japanese linguistic knowledge, verbal processing skills, and reading comprehension indicated that vocabulary knowledge was most highly correlated with reading comprehension. This initial advantage magnified its effects over time as task…

Examines whether strategy training orienting second language (L2) students' attention toward referential processes improves their comprehension of Japanese narrative. Findings revealed that experimental students comprehended the story at the macro level significantly better than control students, suggesting that the strategy training is beneficial…