The present study investigated the influence of morphological structure information on the memorization of Chinese subordinate and coordinative compound words using the memory conjunction error paradigm. During the Study Phase, Hong Kong Chinese college students were asked to either judge the word class (Exp. 1, N = 25) or the orthographic…

In China, English as a foreign language (EFL) learning mainly occurs in the classroom, and the resultant lack of practice using English in authentic settings makes it quite difficult for many Chinese learners to learn English words. They may often feel that English words are "difficult to learn and easy to forget." As such, how to…

Mobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language…

Purpose: In this study, the authors investigated sentence comprehension and spatial working memory abilities in a sample of internationally adopted, postinstitutionalized (PI) children. The authors compared the performance of these PI children with that of an age-matched group of children living with their birth families. They hypothesized that PI…

This paper presents a framework for incorporating the assessment of psycholinguistic constructs into spoken language proficiency testing. Although response time and automaticity of language processing are vital factors in language acquisition, as constructs they are rarely explicitly assessed in language tests. It is proposed that efficiency of…

Good language learner studies show that attending to form is associated with successful learning. This paper reports interviews with three university English majors who had won prizes in nationwide English speaking competitions and debate tournaments in China. The interviewees regarded text memorization and imitation as the most effective methods…

This paper reports an experiment that addresses whether manipulating foreknowledge of output tasks leads to differences in reading behaviour, text comprehension and noticing of language form. Three tasks are used: reading for memorization, reading for retelling and reading for visualization. Reading for memorization and reading for retelling are…