NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
The Effectiveness of Guided Induction versus Deductive Instruction on the Development of Complex Spanish "Gustar" Structures: An Analysis of Learning Outcomes and Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Cerezo, Luis; Caras, Allison; Leow, Ronald P. – Studies in Second Language Acquisition, 2016
Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction--"deductive" or "inductive," where rules are respectively provided or elicited--proves more effective. Avoiding this…
Descriptors: Instructional Effectiveness, Spanish, Second Language Learning, Second Language Instruction
To Simplify or Not to Simplify: A Look at Intake.
Peer reviewed Peer reviewed
Leow, Ronald P. – Studies in Second Language Acquisition, 1993
The effects of simplification, type of linguistic item, and second-language experience on learners' intake of linguistic items contained in written input were studied. Results suggest that simplification does not have a facilitating effect on learners' intake. Sample passages are appended. (56 references) (Author/LB)
Descriptors: Cognitive Processes, Foreign Countries, Language Research, Linguistic Input
Do Learners Notice Enhanced Forms While Interacting with the L2? An Online and Offline Study of the Role of Written Input Enhancement in L2 Reading.
Peer reviewed Peer reviewed
Leow, Ronald P. – Hispania, 2001
Think-aloud protocols were gathered to establish that first-year college level participants noticed targeted linguistic forms (Spanish formal imperatives) while reading an enhanced or unenhanced text. Suggests there are no significant benefits of written input enhancement over unenhanced written input for the amount of reported noticing of Spanish…
Descriptors: College Students, Higher Education, Linguistic Input, Protocol Analysis
Computerized Task-Based Exposure, Explicitness, Type of Feedback, and Spanish L2 Development
Peer reviewed Peer reviewed
Direct linkDirect link
Rosa, Elena M.; Leow, Ronald P. – Modern Language Journal, 2004
This study examined whether exposure to second/foreign language (L2) data under different computerized task conditions had a differential impact on learners' ability to recognize and produce the target structure immediately after exposure to the input and over time. Learners' L2 development was assessed through recognition and…
Descriptors: Feedback, Computer Assisted Instruction, Spanish, Second Language Learning
The Roles of Textual Enhancement and Type of Linguistic Item in Adult L2 Learners' Comprehension and Intake
Peer reviewed Peer reviewed
Direct linkDirect link
Leow, Ronald P.; Egi, Takako; Nuevo, Ana Maria; Tsai, Ya-Chin – Applied Language Learning, 2003
Leow (2001a) employed concurrent data elicitation procedures (think aloud protocols) to investigate the benefits of textual enhancement, premised on the roles of attention and awareness (noticing), in second/foreign language (L2) learning. The present study follows this methodological approach to further investigate these benefits in addition to…
Descriptors: Comprehension, Second Language Learning, Spanish, Linguistic Input
Modality and Intake in Second Language Acquisition.
Peer reviewed Peer reviewed
Leow, Ronald P. – Studies in Second Language Acquisition, 1995
Replicates R. P. Leow's 1993 study on the effects of simplification, type of linguistic item, and second/foreign language experience on learners' intake of linguistic items contained in written output. Results on the type of linguistic item underscore the need for research to consider seriously the role of modality while addressing cognitive…
Descriptors: Cognitive Processes, College Students, Language Research, Linguistic Input
The Effects of Input Enhancement and Text Length on Adult L2 Readers' Comprehension and Intake in Second Language Acquisition.
Peer reviewed Peer reviewed
Leow, Ronald P. – Applied Language Learning, 1997
Investigated the effects of written input enhancement and text length on college students' second-language comprehension and intake. First-year Spanish students were exposed to one of four conditions with enhanced and non-enhanced short and long text. Exposing students to short authentic reading materials facilitated reading comprehension but not…
Descriptors: College Second Language Programs, College Students, Higher Education, Linguistic Input