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Showing 1 to 15 of 22 results Save | Export
Daniel Jung – ProQuest LLC, 2024
Research into second language acquisition (SLA) has shown that individual difference (ID) variables can be strong predictors of language achievement (e.g., Dornyei, 2003; Skehan, 2003). Traditionally, this research conceptualized ID variables as static and monolithic variables (e.g., Dornyei, 2010). More recently scholars have questioned this…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Undergraduate Students
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L. Sparks, Richard; S. Dale, Philip; M. Patton, Jon – Modern Language Journal, 2023
Although most children learn to communicate in their first language (L1), there is normal and expected variation in their rate of acquisition across all components of the language system. Until recently, most second language acquisition and second language (L2) researchers have assumed that individual differences (IDs) in L1 acquisition are small…
Descriptors: Second Language Learning, Language Acquisition, Correlation, Secondary School Students
Linxi Zhang – ProQuest LLC, 2023
Previous literature has shown that voicing contrast is a difficult feature for Chinese-English emergent bilingual learners of L3 Spanish (Bravo Diaz, 2020; Chen, 2007; Zhang, 2022). The production of voicing contrast in stops has been broadly investigated in second and third language studies (e.g., Zampini, 1998; Llama, 2010; Wrembel, 2014), but…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Spanish
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Ranjan, Ranjeeva; Philominraj, Andrew; Saavedra, Rodrigo Arellano – International Journal of Instruction, 2021
Language learning strategies (LLS) research began in the mid-1970s with the main idea of individual differences in learning a foreign language focusing primarily on the characteristics of a good language learner. In the literature review, the use of LLS has been reported to have a positive influence on proficiency. The goal of this research is to…
Descriptors: Correlation, Second Language Learning, Second Language Instruction, Learning Strategies
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Ye Shen; J. Marc Goodrich – Journal of Educational Psychology, 2024
Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency)…
Descriptors: Transfer of Training, English (Second Language), Second Language Learning, Second Language Instruction
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Sequeros-Valle, Jose; Hoot, Bradley; Cabrelli, Jennifer – Language Acquisition: A Journal of Developmental Linguistics, 2020
This project examines whether second-language (L2) learners can converge on a native-like pattern at the interface between syntax and discourse under low and high processing pressure, using Spanish clitic-doubled left dislocation (CLLD) as a test case. The original version of the Interface Hypothesis (IH) predicts that L2 competence on…
Descriptors: Language Processing, Syntax, Second Language Learning, Linguistic Theory
Mun, Jeong – ProQuest LLC, 2022
Over the last two decades, there has been an increasing interest in third language (L3) phonology (Cabrelli Amaro, 2012; Cabrelli Amaro & Wrembel, 2016). However, research so far has been primarily directed at specific stages of learning and has independently explored either production (e.g., Llama, Cardoso, & Collins, 2010; Llama &…
Descriptors: Korean, English (Second Language), Spanish, Bilingualism
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Barrios, Elvira; Acosta-Manzano, Irene – Journal of Multilingual and Multicultural Development, 2022
This study investigated primary students' perceptions of Content and Language Integrated Learning (CLIL) Natural Science and Social Sciences and variations in perceptions by individual and social factors. The sample comprised 524 Spanish-speaking students aged 9-13 years from bilingual Spanish-English schools in Andalusia (Spain). The study…
Descriptors: Elementary School Students, Difficulty Level, Second Language Learning, Second Language Instruction
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
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Serafini, Ellen J. – Modern Language Journal, 2017
This study draws on conceptual and methodological insights afforded within a dynamic systems perspective to explore shifting interrelationships between cognitive capacity and motivational resources in instructed adult second language (L2) learners of Spanish at increasing proficiency. Relationships that emerged showed both stability and…
Descriptors: Correlation, Cognitive Ability, Motivation, Spanish
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Nagle, Charles; Trofimovich, Pavel; Bergeron, Annie – Studies in Second Language Acquisition, 2019
This study took a dynamic approach to second language (L2) comprehensibility, examining how listeners construct comprehensibility profiles for L2 Spanish speakers during the listening task and what features enhance or diminish comprehensibility. Listeners were 24 native Spanish speakers who evaluated 2-5 minute audio clips recorded by three…
Descriptors: Second Language Learning, Profiles, Spanish, Listening Comprehension
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Zalbidea, Janire – Modern Language Journal, 2017
The present study explores the independent and interactive effects of task complexity and task modality on linguistic dimensions of second language (L2) performance and investigates how these effects are modulated by individual differences in working memory capacity. Thirty-two intermediate learners of L2 Spanish completed less and more complex…
Descriptors: Second Language Learning, Accuracy, Short Term Memory, Statistical Analysis
Andrea A. Takahesu Tabori – ProQuest LLC, 2022
In this dissertation, I investigated how cognitive resources as well as formal, and informal language experience impact language learning in two studies. In the first study (Chapter 2), I examined the learning of Spanish grammatical gender by Chinese international students who were studying abroad in the US. The goal of that study was to uncover…
Descriptors: Prior Learning, Multilingualism, Second Language Learning, Spanish
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Faretta-Stutenberg, Mandy; Morgan-Short, Kara – Second Language Research, 2018
In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting…
Descriptors: Correlation, Individual Differences, Cognitive Ability, Study Abroad
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Llanes, Àngels; Tragant, Elsa; Serrano, Raquel – Language Learning Journal, 2018
The present study examines the effects that a 3-week study-abroad (SA) experience and a set of individual differences have on the foreign language (FL) development of a group of 64 Catalan/Spanish speakers, learners of English as an FL. Moreover, the present study attempts to account for the outcome differences between successful and less…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Study Abroad
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