Concept-based language instruction (C-BLI) is a pedagogy guided by sociocultural theory, which has been shown to be effective in facilitating second language learning. Typical activities include materialization by using a schema for a complete orienting basis of an action (SCOBA) and languaging, through which learners' internalization of…

As second language (L2) research adapts to the dynamics of multimodal instruction, researchers are exploring the role of captioning and textual enhancement (TE) on learner development. The present experiment assesses the differential effects of textually enhanced captions on learners' elicited imitation of L2 Spanish grammar. Twenty-eight…

This study examined how mode of input affects the learning of pronunciation and form-meaning connection of second language (L2) words. Seventy-five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low-frequency words while viewing their corresponding…

We examined the role of modality in learning second language (L2) grammar and forming implicit (unconscious) and explicit (conscious) knowledge. To this end, we isolated the effects of the physical medium of input (i.e., aural or visual) from those of the presentation method (i.e., word-by-word or simultaneous). We also explored the role of test…

This study investigated the effects of extensive versus intensive recasts. The focus was on the effect of feedback on learning English articles, which, as nonsalient target structures, have been shown to be difficult for many second language learners. Intensive recasts were operationalized as recasts provided on article errors only, while…