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Showing all 14 results Save | Export
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Huan Zhang – Journal of Language, Identity, and Education, 2025
Continuation Task, which closely links language inputs and outputs, is considered to be an effective method in foreign language learning. This paper is an empirical research that investigates the effects of interaction and alignment of Continuation Task in Chinese as a Second Language (CSL) writing. The participants are a total of 30 Cambodian…
Descriptors: Chinese, Second Language Learning, Second Language Instruction, Cambodians
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Yossatorn, Yossiri; Binali, Theerapong; Chokthawikit, Sirisira; Weng, Cathy – SAGE Open, 2022
The English past counterfactuality is difficult for non-native learners to learn and understand due to cross-language discrepancies. Oftentimes, individuals unavoidably develop the interlanguage and this language system becomes fossilized regardless of the amount of exposed time and input. The purpose of the study was twofold: (a) to examine 126…
Descriptors: Grammar, Translation, Teaching Methods, Interlanguage
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Babineau, Mireille; Legrand, Camille; Shi, Rushen – Developmental Psychology, 2021
We investigated toddlers' phonological representations of common vowel-initial words that can take on multiple surface forms in the input. In French, liaison consonants are inserted and are syllabified as onsets in subsequent vowel-initial words, for example, petit /t/ éléphant [little elephant]. We aimed to better understand the impact on…
Descriptors: French, Toddlers, Phonology, Vowels
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Bader, Markus; Meng, Michael – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Most current models of sentence comprehension assume that the human parsing mechanism (HPM) algorithmically computes detailed syntactic representations as basis for extracting sentence meaning. These models share the assumption that the representations computed by the HPM accurately reflect the linguistic input. This assumption has been challenged…
Descriptors: Sentences, Misconceptions, Comprehension, Models
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Strong, Brian; Boers, Frank – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2019
An analysis of 44 commercially available English as a foreign language (EFL) textbooks found that it is common for textbooks to present learners with exercises on phrasal verbs without first providing relevant input to help them. In these cases, learners are likely to resort to trial and error and are then expected to learn from feedback. The…
Descriptors: Phrase Structure, Pretests Posttests, English (Second Language), Second Language Learning
Abdala, Ayman Hamad Elneil Hamdan; Elnadeef, Elsadig Ali Elsadig – Online Submission, 2019
This study investigates English language anxiety and stress among Saudi students in the First Year in College of Sciences and Arts in Dharan Aljanoub who study an English intensive course. It demonstrates the major causes of language anxiety and stress in English class. The study is based on descriptive analytical approach. The researchers used a…
Descriptors: Stress Variables, Anxiety, English (Second Language), Second Language Learning
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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
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Morgan, Gareth – Advances in Language and Literary Studies, 2018
This study examines the effectiveness of the provision of specific input on the use of verb conjugation and tenses to preparatory students at Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia. This is a well-documented grammatical issue for native Arabic speakers, and was undertaken due to this factor, as well as the students under…
Descriptors: Linguistic Input, Morphemes, Grammar, Semitic Languages
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Mousavi, Khorshid; Alavinia, Parviz; Gholami, Javad – International Journal of Instruction, 2018
The present study investigated the comparison between short and long-term effectiveness of input-providing and output-prompting negotiation strategies on mastering the target structures. To this end, the participants were divided into three groups, namely two experimental groups who had a special kind of treatment, and one control group without…
Descriptors: Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction
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Wrembel, Magdalena – Language Awareness, 2015
The paper focuses on an unexplored area of metalinguistic awareness in the acquisition of third language (L3) phonology, hereafter referred to as metaphonological awareness. It addresses the role of attention and noticing in input processing. The contribution constitutes a part of a larger scale project on metaphonological awareness in various…
Descriptors: Metalinguistics, Phonology, Polish, Multilingualism
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Tolosa, Constanza; Ordóñez, Claudia Lucía; Alfonso, Tania – PROFILE: Issues in Teachers' Professional Development, 2015
We report on an exploratory study comparing the performance as online tutors of two groups of beginner eleven-year-old students of English in Colombia and Spanish in New Zealand. The native speaker students of the foreign language the others were learning corrected paragraphs written by their peers. The feedback provided by each group of tutors…
Descriptors: Foreign Countries, Feedback (Response), Linguistic Input, Peer Relationship
Erfe, Jonathan P.; Lintao, Rachelle B. – Journal on English Language Teaching, 2012
This is an experimental study on the relative effects of Van Patten's Processing Instruction (PI) (1996, 2002), a "psycholinguistically-motivated" intervention in teaching second-language (L2) grammar, on young-adult Filipino learners of English. A growing body of research on this methodological alternative, which establishes…
Descriptors: Foreign Countries, English (Second Language), Language Processing, Teaching Methods
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Ambridge, Ben; Rowland, Caroline F.; Pine, Julian M. – Cognitive Science, 2008
According to Crain and Nakayama (1987), when forming complex yes/no questions, children do not make errors such as "Is the boy who smoking is crazy?" because they have innate knowledge of "structure dependence" and so will not move the auxiliary from the relative clause. However, simple recurrent networks are also able to avoid…
Descriptors: Children, Language Processing, Language Patterns, Linguistic Input
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Nino, Ana – Computer Assisted Language Learning, 2008
Generalised access to the Internet and globalisation has led to increased demand for translation services and a resurgence in the use of machine translation (MT) systems. MT post-editing or the correction of MT output to an acceptable standard is known to be one of the ways to face the huge demand on multilingual communication. Given that the use…
Descriptors: Advanced Students, Translation, Second Language Learning, Editing