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On the Scope of Output in SLA: Task Modality, Salience, L2 Grammar Noticing, and Development
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Zalbidea, Janire – Studies in Second Language Acquisition, 2021
Following calls for more modality-sensitive perspectives of SLA, this study investigated the extent to which (a) producing the second language (L2) in the oral modality impacts learner-generated noticing and L2 development of grammatical structures embedded in subsequent auditory input, and whether (b) engaging in L2 production and input…
Descriptors: Second Language Learning, Spanish, Oral Language, Written Language
Promoting Grammatical Development through Captions and Textual Enhancement in Multimodal Input-Based Tasks
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Lee, Minjin; Révész, Andrea – Studies in Second Language Acquisition, 2020
This study assessed the extent to which captions, textually unenhanced and enhanced, can draw learners' attention to and promote the acquisition of a second language (L2) grammatical construction. A pretest-posttest-delayed posttest experimental design was employed. Seventy-two Korean learners of English were randomly assigned to an enhanced…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Eye Movements
Processing Instruction and the Effects of Input Modality and Voice Familiarity on the Acquisition of the French Causative Construction
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Ito, Kiwako; Wong, Wynne – Studies in Second Language Acquisition, 2019
Two eye-tracking experiments tested (a) whether L2 learners benefit from the consistency of input modality (auditory instead of written processing instruction [PI] training) and (b) whether they benefit from training using the same voice as the test voice. Results confirmed a robust effect of PI training on picture-selection accuracy, yet the…
Descriptors: French, Teaching Methods, Eye Movements, Second Language Learning
Allocation of Attention to Second Language Form and Meaning: Issues of Think-Alouds and Depth of Processing
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Morgan-Short, Kara; Heil, Jeanne; Botero-Moriarty, Andrea; Ebert, Shane – Studies in Second Language Acquisition, 2012
The aims of the present study were twofold. The study addressed the issues of simultaneous attention to form and meaning in second language (L2) written input and reactivity of think-alouds. Specifically, the study examined the comprehension of L2 learners of Spanish who either attended to lexical or grammatical forms while reading for meaning or…
Descriptors: Grammar, Second Language Learning, Protocol Analysis, Spanish
The Effectiveness of Guided Induction versus Deductive Instruction on the Development of Complex Spanish "Gustar" Structures: An Analysis of Learning Outcomes and Processes
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Cerezo, Luis; Caras, Allison; Leow, Ronald P. – Studies in Second Language Acquisition, 2016
Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction--"deductive" or "inductive," where rules are respectively provided or elicited--proves more effective. Avoiding this…
Descriptors: Instructional Effectiveness, Spanish, Second Language Learning, Second Language Instruction
Learners' Uses of Two Types of Written Feedback on a L2 Writing Revision Task
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Sachs, Rebecca; Polio, Charlene – Studies in Second Language Acquisition, 2007
This study examines the effectiveness of written error corrections versus reformulations of second language learners' writing as two means of improving learners' grammatical accuracy on a three-stage composition-comparison-revision task. Concurrent verbal protocols were employed during the comparison stage in order to study the learners' reported…
Descriptors: Control Groups, Writing (Composition), Revision (Written Composition), Adult Students