Multilingualism does not enhance further language learning in learners if they are not supported by the school environment. Learning L3, L4 or Ln is attained best when language users take advantage and are aware of the existence of their overall linguistic knowledge. It is the teacher whose understanding and beliefs about multilingual pedagogies…

This study reports on strategies to indicate plural referents in hearing learners of Sign Language of the Netherlands. This is the first explorative study that focuses on L2 expressions of plurality in a sign language. Using data from two datasets, I examined when learners start to express plural and which strategies they apply, and I noted…

In recent years, there has been considerable interest in how to maximize learners' retention of multiword expressions. One technique that has been shown to be highly effective is the use of exercises such as those found in mainstream English as a second language textbooks. In the present study, we investigated how the execution of a gap-fill…

Previous works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition…

This study considered the songs currently in use in Gaelic groups for 0-3 year olds in Scotland, whilst investigating how practitioners use them in the groups. In this article, I argue that Gaelic Early Years practitioners insufficiently understand the potential of song in relation to Gaelic language acquisition with young children and their…

Do mono- and bilingual children differ in the way they learn novel words in ambiguous settings? Listeners may resolve referential ambiguity by assuming that novel words refer to unknown, rather than known, objects--a response known as the "mutual exclusivity effect." Past research suggested that mono- and bilinguals differ with regard to…

This project studies how Spanish-Catalan early bilinguals use language learning strategies (LLS) differently depending on their order of language acquisition when they are learning French as an L4. Considering that the use of LLS has been pointed out as a sign of successful language learning, the study inquires whether being a simultaneous…

Began with Computer-Assisted Language Learning (CALL) in the 1960s and extended to the widespread use of various Mobile-Assisted Language Learning (MALL) tools in education, language learning has embraced technology early on, achieved noticeable results, and found extensive practical use. However, due to the challenges in accessing user data from…

This study reports the results of a Give-X task investigating the comprehension of ordinal and cardinal numbers in monolingual Russian-speaking children. Data collected from 36 children between the ages of 4;06 and 5;10 provided evidence that Russian learners follow the well-attested pattern for cardinal acquisition, but that children use a…

The present study aimed at investigating the Bhutanese rural and urban secondary students' English vocabulary size, vocabulary learning strategies (VLS) in practice, and the relationship between the two. The participants were 200 students (110 males and 90 females) from 11 to 16 years old from two different schools in Bhutan, 100 from each school.…

This study examines the effectiveness of study abroad and pragmatic instruction on L2 learners' acquisition of the speech acts of requesting, thanking, and refusing. In the study, speech acts produced by L2 learners of Spanish who studied abroad for six weeks in Buenos Aires, Argentina and L2 learners who received eight weeks of pragmatic…

This study aimed to understand the language learning strategies of L3 Chinese university students who were taking a year-long university exchange programme in one of the South Korean universities and who had learning experiences with both the Chinese and English languages. Based on the constructivist learning theory, this qualitative study sought…

Vocabulary development remains an active and robust research area, yet little is known about what students, particularly young students, think during vocabulary learning. A commonly held assumption is that young learners employ few, if any, cognitive and metacognitive strategies when engaged in literacy tasks. Conversely, decades of research…

The authors recommend ways to engage learners in interactions in the classroom to promote second language development and boost learners' self-confidence in using English in real-life situations.

The purpose of this dissertation is three-fold: to further the understanding of grammar learning strategies (GLS) that students at an American university use when they engage in language study sessions on their own, in technology-enhanced language learning (TELL) outside of the classroom; to examine how previous language learning experience (PLLE)…