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Christopher Saarna – International Journal of Technology in Education, 2024
This study seeks to clarify whether teachers are able to distinguish between essays written by English L2 students or generated by ChatGPT. 47 instructors who hold experience teaching English to native speakers of Japanese in universities or other higher education institutions were tested on whether they could identify between human written essays…
Descriptors: Identification, Artificial Intelligence, Computer Software, Grammar
Cherepovskaia, Natalia; Slioussar, Natalia; Denissenko Denissenko, Anna – Second Language Research, 2022
Using written texts elicited from students with different proficiency levels, we studied the acquisition of nominal cases in Russian as a second language. We established the order in which cases were acquired (nominative, locative, accusative, genitive, instrumental, and dative), as well as certain characteristics of their acquisition…
Descriptors: Russian, Nouns, Second Language Learning, Language Proficiency
Bulon, Amélie; Meunier, Fanny – International Journal of Bilingual Education and Bilingualism, 2023
This paper explores the longitudinal development of the phrasicon (i.e. phraseological lexicon) of French-speaking learners of Dutch in two different educational settings: Content and Language Integrated Learning (CLIL) and traditional foreign language learning contexts (non-CLIL). We followed 195 pupils and analyzed a corpus of 390 written texts…
Descriptors: Content and Language Integrated Learning, Second Language Learning, Indo European Languages, Phrase Structure
Alex Bakke – ProQuest LLC, 2024
Discourse markers (DMs) are linguistic forms characterized by their use as conversation organizers or pause fillers (Fox Tree, 2010). Although used frequently in both speech and writing, DMs are not often taught in L2 classrooms, despite incorrect usage causing potential misunderstandings (Polat, 2011). Additionally, L2 learners have been observed…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Language Classification
Jennifer Cabrelli; Michael Iverson – International Journal of Multilingualism, 2024
While formal L3 morphosyntactic acquisition research has focused on the roles of the L1 versus L2 during the L3 initial stages, we examine their roles during development. Specifically, we explore whether the L3 (here, Portuguese) revision process after non-facilitative transfer differs whether the initial L3 representation reflects the L1 or L2.…
Descriptors: Multilingualism, Second Language Learning, Native Language, Transfer of Training
Lin, Yu-Cheng; Lin, Pei-Ying; Yeh, Li-Hao – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Previous studies on spoken word production have shown that native English speakers used phoneme-sized units (e.g., a word-initial phoneme, C) to produce English words, and native Mandarin Chinese speakers employed syllable-sized units (e.g., a word-initial consonant and vowel, CV) as phonological encoding units in Chinese. With spoken word…
Descriptors: Phonemes, Word Recognition, Mandarin Chinese, English
McMillen, Stephanie; Griffin, Zenzi M.; Peña, Elizabeth D.; Bedore, Lisa M.; Oppenheim, Gary M. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Using a blocked cyclic picture-naming task, we compared accuracy and error patterns across languages for Spanish-English bilingual children with and without developmental language disorder (DLD). Method: Pictured stimuli were manipulated for semantic similarity across two (Same and Mixed) category contexts. Children's productions were…
Descriptors: Bilingualism, Error Patterns, Task Analysis, Pictorial Stimuli
Terao, Takahiro; Ishii, Hidetoki – SAGE Open, 2020
This study aimed to compare selection patterns of distractors (incorrect options) according to test taker proficiency regarding Japanese students' summarization skills of an English paragraph. Participants included 414 undergraduate students, and the test comprised three summarization process types--deletion, generalization, and integration.…
Descriptors: Comparative Analysis, English (Second Language), Second Language Instruction, Second Language Learning
Alyssa Vuogan – ProQuest LLC, 2024
Second language (L2) writing has been determined to be influenced by what is read, with language learners tending to borrow words and short phrases from input texts while writing (e.g., Wang & Wang, 2015). This phenomenon is referred to as lexical alignment. Only one empirical study has investigated the influence that the linguistic complexity…
Descriptors: Writing Instruction, Second Language Instruction, Second Language Learning, Individual Differences
K. Pokorn, Nike; Blake, Jason; Reindl, Donald; Pisanski Peterlin, Agnes – Interpreter and Translator Trainer, 2020
The article attempts to determine whether translation errors (in particular semantic and stylistic ones) in translator-training settings are predominantly the result of translation directionality, i.e. of the fact that the student translators are translating into their L2 and that their language competence in L2 is not as strong as in their L1, or…
Descriptors: Translation, Semantics, Accuracy, Language Proficiency
Longbottom, William George – ProQuest LLC, 2019
One of the most researched challenges in learning Spanish is the acquisition and use of the past aspect, namely, the preterit and imperfect. L2 learners encounter this challenge due to differences in how native English and Spanish speakers view past events. Numerous studies on the Spanish past aspect have analyzed L2 learners' past aspectual…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Semantics
Spinelli, Giacomo; Goldsmith, Samantha F.; Lupker, Stephen J.; Morton, J. Bruce – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
According to some accounts, the bilingual advantage is most pronounced in the domain of executive attention rather than inhibition and should therefore be more easily detected in conflict adaptation paradigms than in simple interference paradigms. We tested this idea using two conflict adaptation paradigms, one that elicits a list-wide…
Descriptors: Bilingualism, Executive Function, Attention Control, Interference (Language)
Erikson, Jessie A.; Alt, Mary; Gray, Shelley; Green, Samuel; Hogan, Tiffany P.; Cowan, Nelson – International Journal of Bilingual Education and Bilingualism, 2021
This study examined accuracy on syllable-final (coda) consonants in newly-learned English-like nonwords to determine whether school-aged bilingual children may be more vulnerable to making errors on English-only codas than their monolingual, English-speaking peers, even at a stage in development when phonological accuracy in productions of…
Descriptors: Accuracy, Phonology, Syllables, Bilingualism
Brandt, Annika C.; Schriefers, Herbert; Lemhöfer, Kristin – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
The aim of this study was twofold: first, to develop an experimental technique as a tool to investigate learning outcomes of spontaneous, naturalistic second language (L2) learning under controlled laboratory conditions; and second, to explore how this technique can be used to understand the basic conditions and limits of this learning. Two…
Descriptors: Second Language Learning, Second Language Instruction, Grammar, Nouns
Nuruzzaman, Mohammed; Islam, A. B. M. Shafiqul; Shuchi, Israt Jahan – Advances in Language and Literary Studies, 2018
The present study investigates the writing errors of ninety Saudi non-English major undergraduate students of different proficiency levels from three faculties, who studied English as a foundation course at the English Language Center in the College of Languages &Translation at King Khalid University, Saudi Arabia in the academic year 2016-17.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Nonmajors