The current replication study aims to examine the effects of learners' attention to lexical and grammatical forms on meaning comprehension while listening to a passage in Spanish. The registered protocol and materials in the aural mode from Morgan-Short et al.'s (2018) multisite replication study were used, with first language (L1) Chinese-second…

This follow-up study explored the experiences of eight Latina heritage speakers (HSs), who were initially enrolled in world language teacher preparation programs at two educational institutions in the United States and who became in-service Spanish teachers. Using data from interviews, classroom observations, and a focus group, this qualitative…

The concept of noticing, which emphasizes the role of attention and awareness in language learning, has exerted a strong influence on second language acquisition (SLA) theory and practice. The current research analyzes instances of noticing evident across a 26-week period as the first author, an absolute beginner, was taught Turkish by the second…

Evidence that L2 learners of Spanish overgeneralize indirect object pronouns (OPs) to direct object contexts with human referents and direct OPs to indirect object contexts with nonhuman referents has been provided by Zyzik (2006), Malovrh (2008), and Olsen and Juffs (2022). However, the effect of instruction on this phenomenon has not been…

Text chat facilitates L2 use by providing learners with extended time to plan, monitor, and process production during interactional tasks. However, learners may not naturally take advantage of these affordances, especially for providing peer feedback. This study used video-enhanced chat scripts to examine the behavior of beginner L2 Spanish…

Chinese directional complement (DC) constructions, as a subtype of Chinese multiword sequences, are challenging to acquire for second language (L2) learners. However, little is known about L2 Chinese learners' acquisition of figurative DCs and their comprehension of literal and figurative DCs. This study investigated whether the acquisition of…

While many elementary-level children in the United States still do not have access to a second/additional language (L2), an increasing number are educated via Foreign Language Exposure (FLEX) tracks. Our two-semester study examines elementary-level L2 learners' engagement, emerging L2 Spanish vocabulary use, and awareness of the arbitrary nature…

Research investigating the effect of study abroad on the development of grammatical accuracy has produced conflicting results. Using corpus linguistics research methods--yet to be used more extensively in SLA research--this study investigated students' acquisition of grammatical accuracy and lexical development during study abroad in China on data…

In response to shifting sociocultural constructions of gender and the emerging visibility of non-binary subject positions, grammatically binary linguistic systems, such as French, are being challenged, subverted, and adapted. This paper describes and analyzes formal, structural, and ideological aspects of how contemporary French speakers are…

The present ex post facto correlational research is aimed at exploring the relationship between grammar and vocabulary knowledge components in L2 reading comprehension. The study focuses on two cohorts of EFL students with different proficiency levels: more proficient (\MP) and less proficient (LP). Two dimensions of grammar knowledge are…

Spanish heritage speakers in the United States exhibit a wide range of linguistic profiles due to a combination of political, social, and educational factors. Most of them acquire Spanish at home without formal instruction in writing. Although previous research has explored the main challenges faced by these learners in Spanish writing courses, no…

Research on incidental focus on form (FonF) has established associations among the nature of learner error, corrective feedback (CF), and effectiveness of CF measured through uptake. In this line of research, the analysis of learner error has been limited to errors with grammar, pronunciation, vocabulary, and spelling (nonformulaic). Consequently,…

Research on academic socialization has predominately focused on the L2 educational experiences of international students. While foreign language (FL) research has explored "multiliteracies" and "intercultural learning," literacy in a FL continues to be understood as the use of foreign words and grammar combined with culturally…

The place of grammar instruction in second or foreign language (L2) pedagogy has always been highly controversial and although there is currently consensus that such pedagogic intervention is beneficial, numerous questions remain as to how it should most propitiously be conducted. Different theoretical perspectives have resulted in a wide array of…

This two-phased study explored a corpus-driven, curriculum-based approach to assessing proficiency development of Mandarin Chinese in US universities. In Phase I, we developed an elicited imitation (EI) test based on the Chinese curriculum at a large US university. This test demonstrated higher psychometric qualities to (1) place L2 learners into…