Second language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners' cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions,…

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…

This article proposes a structural model of English language learners' self-efficacy beliefs, attitudes toward learning pronunciation skills, and choice of pronunciation learning strategies. Participants' responses (N = 704) to two self-reported questionnaires--Strategies for Pronunciation Improvement (SPI) inventory and Learner Attitudes for…

We assessed the roles of first language (L1) and second language (L2) proficiency in the processing of preverbal clitics in L2 Spanish by considering the predictions of four processing theories--the Input Processing Theory, the Unified Competition Model, the Amalgamation Model, and the Associative-Cognitive CREED. We compared the performance of L1…

This study investigates acquisition of second language (L2) vocabulary from reading a connected authentic text. Advanced and upper-intermediate L2 (English) participants read a long expository text for general understanding, with embedded critical vocabulary items (pseudowords). Explicit knowledge of the critical items was examined using a meaning…

Research on the effects of second language strategy instruction (SI) has been extensive yet inconclusive. This meta-analysis, therefore, aims to provide a reliable, quantitative measure of the effect of SI as well as a description of the relationship between SI and the variables that moderate its effectiveness (i.e., different learning contexts,…

This study presents a structural model that integrates vocabulary knowledge and motivation with six latent variables: the initial appraisal of vocabulary learning experience, self-regulating capacity of vocabulary learning, strategic vocabulary learning involvement, mastery of vocabulary learning tactics, vocabulary knowledge, and postappraisal of…

Second language listening has historically proved to be a difficult skill. Strategy instruction studies have sought to bring about improvements in subjects' listening but with mixed results. This lack of success might be due to the nature of listening strategy theory and its influence on conceptualizations of listening strategy instruction. The…

This study examines the relationship between how learners of Japanese as a second language perceive the learning of "kanji" (i.e., the logographic characters shared with Chinese) and their ability to learn novel "kanji" words using morphological and contextual information. Eighty college students learning Japanese as a foreign language completed a…

This study investigated the acquisition of English slang in a foreign language context. The participants were 101 Bulgarian learners of English, 58 high school students, and 43 university students. The instrument included knowledge tests of English slang terms and questions about attitudes, sources, reasons, and methods employed in learning…

Examination of differences in the language-learning strategies of monolingual and multilingual adults found no clear evidence that multilinguals were superior in language-learning abilities overall, although they were more able to adjust their learning strategies according to language task requirements. (Author/CB)

Reports on an investigation of listening strategy applications by Grade 7 students learning French. Examines types of strategies used and differences in strategy use by more skilled and less skilled listeners while they listen to authentic texts in French. (Author/VWL)

In a study of psycholinguistic factors, 47 students' learning of German under repetition, keyword, or "own" strategy conditions was investigated. Native-to-foreign learning is shown to be easier the more the foreign language words conform to the phonological and orthographic patterns of the native language; the relationships are less…

An analysis of gender attribution in native and second-language French acquisition shows how learners can develop explicit models of acquisition and explores the nature of the cognitive processes involved in encoding representations of acquired language. (105 references) (Author/CB)

Although a number of studies have associated recasts with second language development, the actual mechanisms by which recasts work to impact learning are still little understood. In particular, researchers have sought to gain a deeper understanding of the connections among recasts, learners' responses to recasts, and subsequent development. To…