This article explores French L1 speakers' attitudes toward French L2 speakers' negation use. Negation in prescriptive grammars calls for a pre-verbal ne and a post-verbal element like "pas." Although orally "ne" deletion is frequent, it is rarely or never taught. One common, albeit meagerly supported, explanation is that L1…

Manipulating cognitive demands on second language (L2) tasks, along with the provision of recasts and its effects on L2 development, has motivated recent inquiry within task-based research. However, empirical evidence remains inconclusive as to the impact of task complexity, and it is unknown how it may affect heritage language (HL) development.…

Second language (L2) learning is widely acknowledged as complex due to variables such as learner, context, and target language. Such variables are particularly relevant to the learning of immigrant or indigenous languages in countries such as Canada, the United States, and New Zealand. The motivational roles of such variables are considered…

The majority of L2 vocabulary studies concentrate on learning word meaning and provide learners with opportunities for semantic elaboration (i.e., focus on word meaning). However, in initial vocabulary learning, engaging in structural elaboration (i.e., focus on word form) with a view to acquiring L2 word form is equally important. The present…

Due to the growing number of plurilingual learners in the world today (Hammarberg, 2010), the present multiple case study examines four plurilingual participants' beliefs toward first language (L1) and second language (L2) mediation in the acquisition of French as a third language (L3). During a 16-week classroom-based study in a French university…