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Instruction and the Development of Questions in L2 Classrooms.
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Spada, Nina; Lightbrown, Patsy M. – Studies in Second Language Acquisition, 1993
In a study of the oral performance of English-as-a-Second-Language (ESL) learners, the accuracy and developmental progress of young francophone 10 and 12 year olds was investigated. Results support the hypothesis that form-focused instruction and corrective feedback provided in the context of communicative interaction can contribute to short- and…
Descriptors: Children, English (Second Language), Feedback, Foreign Countries
The Acquisition of Progressive and Resultative Meanings of the Imperfective Aspect Marker by L2 Learners of Japanese: Transfer, Universals, or Multiple Factors?
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Sugaya, Natsue; Shirai, Yasuhiro – Studies in Second Language Acquisition, 2007
It has been observed that there is a strong association between the inherent (lexical) aspect of verbs and the acquisition of tense-aspect morphology (the aspect hypothesis; Andersen & Shirai, 1994). To investigate why such an association is observed, this study examined the influence of inherent aspect and learners' first language (L1) on the…
Descriptors: Verbs, Morphemes, Slavic Languages, Native Speakers
Learning the Rules of Academic Talk: A Longitudinal Study of Pragmatic Change.
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Bardovi-Harlig, Kathleen; Hartford, Beverly S. – Studies in Second Language Acquisition, 1993
Advanced adult nonnative speakers of English were taped in advising sessions to analyze two speech acts, suggestions, and rejections according to their frequency, form, and success. They were compared with native speakers. Results are explained by the availability of positive and negative feedback. (30 references) (Author/LB)
Descriptors: Comparative Analysis, Feedback, Foreign Countries, Interpersonal Communication