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The Effects of Meaning-Focused Pre-Tasks on Beginning-Level L2 Writing in German: An Exploratory Study
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Abrams, Zsuzsanna; Byrd, David R. – Language Teaching Research, 2017
Most studies on task-based language learning focus on the oral performance of advanced level learners of English as a second language (ESL), while little research examines the written performance of beginning language learners in non-ESL contexts. This exploratory study aims to address this gap, by examining the effect of pre-writing tasks on…
Descriptors: German, Second Language Learning, English (Second Language), Second Language Instruction
Rethinking Agrammatism: Factors Affecting the Form of Language Elicited via Clinical Test Procedures
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Beeke, Suzanne; Maxim, Jane; Wilkinson, Ray – Clinical Linguistics & Phonetics, 2008
Current approaches to assessing agrammatism use data from restricted contexts, such as picture description and story telling tasks. There is evidence in the conversation analysis literature to suggest that conversational grammar may differ markedly from the grammar of such elicited language samples. The disparity between conversational and test…
Descriptors: Story Telling, Aphasia, Context Effect, Language Tests
Lost in Between: The Case of Russian Heritage Speakers, Part One and Part Two
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Isurin, Ludmila; Ivanova-Sullivan, Tanya – Heritage Language Journal, 2008
The present paper looks at the growing population of Russian heritage speakers from a linguistic and psycholinguistic perspective. The study attempts to clarify further the notion of heritage language by comparing the linguistic performance of heritage speakers with that of monolinguals and second language learners. The amount of exposure to…
Descriptors: Metalinguistics, Heritage Education, Task Analysis, Russian
The Effect of a Formal Instruction Context on the Lexico-Grammatical Development of Advanced Learners of L3 English
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Garau, Maria Juan; Prieto Arranz, José Igor; Salazar Noguera, Joana – Reading Matrix: An International Online Journal, 2007
In the present article two different L3 learning contexts are distinguished: formal instruction (FI) and study abroad (SA). We analyze the effect of a formal instruction learning context (FI) on students of English as a foreign language. The main objective is to study the impact of FI on the students' lexico-grammatical development. A study was…
Descriptors: Multilingualism, Advanced Students, English (Second Language), Second Language Learning
Multi-competence and the Learning of Many Languages.
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Cook, Vivian – Language, Culture and Curriculum, 1995
Discusses the tendency in second-language (L2) pedagogy to make fallacious comparisons between multicompetent L2 learners and monoglot speakers of the target language. The article describes the principal elements of multicompetence and presents a number of their implications for the construction of syllabi and examinations and the development of…
Descriptors: Code Switching (Language), College Students, Comparative Analysis, Course Descriptions
At the Crossroads of Three Languages: The Case of the Francophone Learners of French in Canada.
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Starets, Moshe – Language, Culture and Curriculum, 1995
Presents the results of a study of Francophone pupils in the French schools of Windsor, Ontario. The article gives examples of nonstandard features pervading students' French vocabulary and syntax and concludes that a hybrid vernacular may be emerging as a result of the Canadian sociolinguistic situation, creating a challenge to the teaching of…
Descriptors: Cognitive Development, Comparative Analysis, Cultural Context, Elementary School Students