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Direct linkGyllstad, Henrik; Sundqvist, Pia; Sandlund, Erica; Källkvist, Marie – Language Learning, 2023
Vocabulary experts recommend first language (L1) translation equivalents for establishing form-meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi- rather than…
Descriptors: English (Second Language), Second Language Instruction, Foreign Countries, Vocabulary Development
Wang, Andi; Pellicer-Sánchez, Ana – Language Learning, 2022
This study examined the effectiveness of bilingual subtitles relative to captions, subtitles, and no subtitles for incidental vocabulary learning. Learners' processing of novel words in the subtitles and its relationship to learning gains were also explored. While their eye movements were recorded, 112 intermediate to advanced Chinese learners of…
Descriptors: Incidental Learning, Vocabulary Development, Bilingualism, Language Processing
Hirosh, Zoya; Degani, Tamar – Language Learning, 2021
When learning novel vocabulary in a third language (L3) through translations in the first language (L1), bilinguals may have more available cognitive resources and more accumulated experience in language regulation compared to when learning through translations in the second language (L2). In a study designed to test language of instruction (LOI)…
Descriptors: Bilingualism, Native Language, German, Vocabulary Development
Wong, Man Ho Ivy; Zhao, Helen; MacWhinney, Brian – Language Learning, 2018
This study investigated the effects of teaching English prepositions using schematic diagrams inspired by cognitive linguistics in a computer-based tutorial system called the English Preposition Tutor. Training was designed based on the theoretical framework of the Competition Model and a cognitive linguistic analysis of prepositions. Sixty-four…
Descriptors: Psycholinguistics, Second Language Learning, Second Language Instruction, Teaching Methods
Tonzar, Claudio; Lotto, Lorella; Job, Remo – Language Learning, 2009
In this study we investigated the effects of two learning methods (picture- or word-mediated learning) and of word status (cognates vs. noncognates) on the vocabulary acquisition of two foreign languages: English and German. We examined children from fourth and eighth grades in a school setting. After a learning phase during which L2 words were…
Descriptors: Vocabulary Development, Second Language Learning, Pictorial Stimuli, German
Peer reviewedKandiah, T. – Language Learning, 1970
Descriptors: Applied Linguistics, Deep Structure, English (Second Language), Linguistic Theory
Peer reviewedWhitman, Randal L. – Language Learning, 1970
Descriptors: Contrastive Linguistics, Descriptive Linguistics, Diagrams, English (Second Language)
Peer reviewedde Groot, Annette M. B.; Comijs, Hannie – Language Learning, 1995
Explores the "translation-recognition" task, using two experiments, one for adult Dutch learners of English and the second for people from the same population. Results suggest that translation recognition and translation production respond to the same manipulations, except when cognates and noncognates are focused on separately. (23…
Descriptors: Associative Learning, Bilingualism, College Students, Comparative Analysis
Peer reviewedTanaka, Shigenori – Language Learning, 1987
Students in freshmen English classes (N=273) at a Japanese university were given translation and acceptability judgment tests involving the verb "give" (in text). The selective use of two predicate structures for "give" in appropriate contexts of usage were examined: (1) GIVE (noun phrase NP and participial phrase PP) and (2)…
Descriptors: Cognitive Processes, College Students, English (Second Language), Higher Education
