This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cognitive theories and together provide a compelling set of state-of-the-art works. Part I…

Purpose: To evaluate the learning effects of a deductive language-teaching procedure when teaching a novel gender agreement verb inflection to children with language impairment. Method: Thirty-two 6-8-year-old children with language impairment were randomly assigned to either a deductive (N = 16) or an inductive (N = 16) treatment group. In the…

This qualitative study provides preliminary insight into the role of the first language (L1) when pairs of intermediate-level college learners of French and Spanish are engaged in consciousness-raising, form-focused grammar tasks. Using conversation analysis of audiotaped interactions and stimulated recall sessions, we explored the ways students…

Task-based teaching has a high profile within contemporary ELT, yet there are few analyses of the appropriateness of task-based approaches for school contexts. This paper aims to analyse the suitability of task-based teaching for Hong Kong secondary schools; and to derive some suggestions for the development of a version of task-based approaches…