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YiHsuan Wood; Jeffrey J. Green; Ellen Knell; Yu Liu – Language Awareness, 2025
This study used eye-tracking to investigate the real-time processing of phonetic and semantic radicals (components of Chinese characters that give clues to their pronunciation and meaning) by intermediate-level university Chinese foreign language (CFL) learners. Additionally, the study examined how knowledge and awareness of radicals affect…
Descriptors: Eye Movements, Chinese, Second Language Learning, Second Language Instruction
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He, Xue – Foreign Language Annals, 2023
Chinese directional complement (DC) constructions, as a subtype of Chinese multiword sequences, are challenging to acquire for second language (L2) learners. However, little is known about L2 Chinese learners' acquisition of figurative DCs and their comprehension of literal and figurative DCs. This study investigated whether the acquisition of…
Descriptors: Phrase Structure, Second Language Learning, Second Language Instruction, Chinese
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Maryam Barghamadi; Amanda Müller; James Rogers; Joanne Arciuli – Language Teaching Research Quarterly, 2024
The study explored the impact of proficiency, frequency, L1-L2 congruency, and semantic transparency on the knowledge of multi-word units (MWUs) among Iranian L2 learners (N = 256). A gap-filling test was used to assess learners' productive knowledge, employing a high-frequency MWU list created with the lemmatised concgramming method. The list,…
Descriptors: Second Language Instruction, Second Language Learning, English (Second Language), Language Proficiency
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Uludag, Onur – Journal of Language and Linguistic Studies, 2020
The study aims to investigate whether second language learners perform sentence processing based on syntactic or structure-based parsing strategies during real-time comprehension of constructions with syntactic ambiguities. To this end, the recordings of eye movements from Turkish learners of English and native English speakers as a control group…
Descriptors: Syntax, Comparative Analysis, Language Processing, Second Language Learning
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Almudena Fernández-Fontecha; Rosa Mª Jiménez Catalán; James Ryan – International Journal of Multilingualism, 2024
Research is scarce about the lexical processes undertaken by thousands of L2 learners worldwide who already command one or more languages. Some aspects involved in lexical organisation and production, such as clustering and switching, have been traditionally approached through manual methods, which depend on subjective judgments of semantic…
Descriptors: Semantics, Language Fluency, English (Second Language), Second Language Learning
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Zhang, Fenghua – English Language Teaching, 2022
This study investigates the pragmatic development of the refusal strategies to the four different eliciting types (1 request, 1 suggestion, 1 invitation, and 1 offer) by Chinese English major students with low-intermediate language proficiency. The data was collected through written discourse completion tasks, and coded based on the modified…
Descriptors: Pragmatics, Majors (Students), English (Second Language), Second Language Learning
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Ratima Tianchai; Suthathip Thirakunkovit; Songsri Soranasataporn – rEFLections, 2024
This research explored the effectiveness of using the word network technique to teach English vocabulary to first graders in Thai Primary schools. The 150 top-frequency words used in three nationally-used textbooks were inventoried. The list of the words then was compared with the list proposed by the Ministry of Education, Thailand. The combined…
Descriptors: Foreign Countries, Grade 1, Elementary School Students, Teacher Attitudes
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Zeynep Aksit; Sükran Saygi – Language Learning in Higher Education, 2024
Vocabulary research provides valuable information on the construct of word knowledge (WK), and suggests ways to develop language learners' lexicon, arguably, the backbone of communication. The present study explores EFL students' vocabulary learning behavior; more specifically, the aspects of WK components they intentionally focus on when learning…
Descriptors: Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction
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Xueping Li; Yiru Wang – Language Testing in Asia, 2024
This study examines how the genre of input text influences Chinese young EFL learners' performance on continuation tasks. Participants were 30 students in Grade 9 and repeated-measures design was adopted to compare their performance on narrative and argumentative continuation tasks, in terms of writing quality, CAF indicators as well as alignment.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Task Analysis
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Szudarski, Pawel; Mikolajczak, Sylwia – Studies in Second Language Acquisition, 2023
This study is a replication and extension of Morgan-Short et al.'s (2018) investigation into the role of attention in input processing by L1-Polish learners of L2-Spanish, with proficiency and language of assessment explored as two key methodological factors. Our aims were twofold: to investigate learners' comprehension in different conditions…
Descriptors: Native Language, Language Proficiency, Second Language Learning, Second Language Instruction
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Edith Kaan; Haoyun Dai; Xiaodong Xu – Second Language Research, 2024
According to rational adaptation approaches of language processing, readers adjust their expectations of upcoming information depending on the distributional properties of the preceding language input. However, adaptation to sentence structures has not been systematically attested, especially not in second-language (L2) processing. To further our…
Descriptors: Second Language Learning, Brain Hemisphere Functions, Diagnostic Tests, Sentences
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Tokowicz, Natasha; Rice, Caitlin A.; Ekves, Zachary – Second Language Research, 2023
Some words have more than one translation across languages. Such translation-ambiguous words are harder to learn, recognize, and produce for individuals across the language learning spectrum. Past research demonstrates that learning both translations of translation-ambiguous words on consecutive trials confers an accuracy advantage relative to…
Descriptors: Translation, Ambiguity (Semantics), Native Speakers, English
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Nuria Haristiani; Devy Christinawati – International Journal of Language Education, 2024
While acquiring a second language, learners may encounter challenges and difficulties in effectively carrying out verbal communication in the second language. Mastering the apology speech act is a challenge for L2 learners. The objective of this study is to identify the apology strategies utilized by individuals learning the Japanese language, as…
Descriptors: Speech Acts, Pragmatics, Error Analysis (Language), Second Language Learning
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Zhongling Pi; Fangfang Zhu; Yi Zhang; Jiumin Yang – Language Teaching Research, 2024
Instructional videos for teaching second language (L2) vocabulary often feature an instructor onscreen. The instructor in the video may involuntarily produce beat gestures with their hands, as occurs in real teaching settings. Beat gestures highlight key information in speech by conveying the rhythm of the language, but do not themselves convey…
Descriptors: Video Technology, English (Second Language), Second Language Learning, Second Language Instruction
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Isaacs, Talia; Rose, Heath – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
In his philosophical novel, Thus spoke Zarathustra, Nietzsche (1883-85), famously wrote, 'God is dead,' signifying that God is no longer credible as an absolute moral compass. Over a century later, Paikeday (1985), proclaimed that "The native speaker is dead!" in his book title, implying that the native speaker as the arbiter of what is…
Descriptors: Native Speakers, Second Language Learning, Second Language Instruction, English (Second Language)
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