In this study we compared the effects of two types of form-focused instruction (FFI) on second language (L2) learning and their potential contributions to the development of different types of L2 knowledge. Both types of instruction were pre-emptive in nature, that is planned and teacher generated. In Integrated FFI attention to form was embedded…

Describes a think-aloud protocol study exploring translation processes of degree-level language students when dealing with culture-specific lexis. Found that one of the students' main problems was a fixation on questionable word-level parameters at the expense of text-level processes. (Author/VWL)

This paper presents the results of a parallel classroom experiment investigating the effects of processing instruction, traditional instruction and meaning-based output instruction on the acquisition of the English past simple tense. The subjects involved in the present studies were Chinese and Greek school-age learners of English residing in…