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Effects of Form-Focused Practice and Feedback on Chinese EFL Learners' Acquisition of Regular and Irregular Past Tense Forms
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Yang, Yingli; Lyster, Roy – Studies in Second Language Acquisition, 2010
Conducted in English-as-a-foreign-language (EFL) classrooms at the university level in China, this quasi-experimental study compared the effects of three different corrective feedback treatments on 72 Chinese learners' use of regular and irregular English past tense. Three classes were randomly assigned to a prompt group, a recast group, or a…
Descriptors: Feedback (Response), Control Groups, Foreign Countries, English (Second Language)
A Narrative Perspective on the Development of the Tense/Aspect System in Second Language Acquisition.
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Bardovi-Harlig, Kathleen – Studies in Second Language Acquisition, 1995
Examined 37 written and oral narrative pairs produced in a film retell task by college-level learners of English as a Second Language. Results found a developmental pattern in the distribution of tense/aspect morphology with respect to narrative structure. (contains 41 references) (MDM)
Descriptors: College Students, Discourse Analysis, English (Second Language), Higher Education
First-Language Differences in Processing Spatial/Chronological and Hierarchical Information.
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Martin, Anne V. – Studies in Second Language Acquisition, 1981
Summarizes a study of advanced ESL university students from eight first-language backgrounds and discusses the proficiency differences found between several groups in processing two types of information patterns in written English. Suggests possible variables in cognitive strategies and skills related to the students' different cultural/linguistic…
Descriptors: Cognitive Style, College Students, Cultural Influences, English (Second Language)
A Study of the Role of Awareness in Foreign Language Behavior: Aware versus Unaware Learners.
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Leow, Ronald P. – Studies in Second Language Acquisition, 2000
Investigates the effects of awareness, or lack thereof, on 32 adult second or foreign language learners' subsequent intake and written production of targeted Spanish morphological forms. Think-aloud protocol data were used to measure awareness or lack of it, and morphological learning was assessed by the learners' performances on two postexposure…
Descriptors: College Students, Higher Education, Introductory Courses, Metalinguistics
The Effect of Prereading, Rhetorically-Oriented Frameworks on the Recall of Two Structurally Different Expository Texts.
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Lee, James F.; Riley, Gail L. – Studies in Second Language Acquisition, 1990
Explored the effect of giving novice foreign language readers information about the rhetorical structure of an expository text as a text adjunct. Results indicated that an expanded framework is an effective text adjunct for the comprehension of the expository prose. (27 references) (Author/CB)
Descriptors: College Students, Expository Writing, French, Higher Education
Incidental Vocabulary Acquisition from Oral and Written Dialogue Journals.
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Brown, Cheryl; Sagers, Sherri L.; LaPorte, Carrie – Studies in Second Language Acquisition, 1999
Presents a hypothesis-generating study of advanced university English-as-a-Foreign-Language learners' incidental vocabulary acquisition from oral and written dialogue journals over a semester. Teacher and student entries were analyzed and transcribed using WordCruncher (1993). Analyses compare characteristics of the input to the learners in the…
Descriptors: Advanced Students, College Students, Dialog Journals, English (Second Language)
The Effects of L1 Orthography on L2 Word Recognition: A Study of American and Chinese Learners of Japanese.
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Chikamatsu, Nobuko – Studies in Second Language Acquisition, 1996
Examines the effects of a first-language orthographic system on second-language (L2) word recognition strategies. Lexical judgment tests using Japanese syllabic script were given to native English and native Chinese learners of Japanese. Results indicated that Chinese speakers relied more on visual information in L2 Japanese words, whereas the…
Descriptors: Auditory Stimuli, Chinese, College Students, Contrastive Linguistics