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Eller, Stephanie; Nieto, David – Association of Mexican American Educators Journal, 2021
The practice of translanguaging offers emergent bilinguals the opportunity to access their full linguistic repertoire. This qualitative study uses the lenses of dynamic bilingualism and idiolect, or one's own unique language patterns, to explore emergent bilinguals' translanguaging and reading comprehension strategies during a reading think-aloud,…
Descriptors: Code Switching (Language), Bilingualism, Language Usage, Native Language
Leow, Ronald P.; Thinglum, Anne; Leow, Stephanie A. – Studies in Second Language Learning and Teaching, 2022
Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…
Descriptors: Error Correction, Second Language Learning, Second Language Instruction, Spanish
Acosta, Karen – Dimension, 2019
This study identified the reading comprehension strategies that English-speaking college students enrolled in beginner, intermediate, and advanced Spanish language classes at a major Midwestern university in the United States used to comprehend a text in their second language. The findings suggest that readers tended to use the same comprehension…
Descriptors: Reading Comprehension, Reading Strategies, Spanish, Native Language
Caras, Allison Marie – ProQuest LLC, 2017
There is an ongoing debate as to whether written corrective feedback (WCF) is effective for the improvement of adult second language (L2) writers' accuracy. Ever since Truscott (1996, 1999) began arguing against grammar correction in L2 writing courses, researchers have challenged his position (i.e. below). Although most of these studies show WCF…
Descriptors: Second Language Learning, Second Language Instruction, Spanish, Accuracy
Lin, Hsing-Yin Cynthia – ProQuest LLC, 2017
This dissertation explores seven second language (L2) undergraduates' learning experiences in a First-Year Writing (FYW) course at an American university. While the FYW course is designed from the perspective of first-language (L1) composition scholarship and focuses, broadly speaking, on analytical writing and the related development of critical…
Descriptors: Undergraduate Students, Writing Instruction, English (Second Language), Second Language Learning
Zamora, Celia Chomon – ProQuest LLC, 2017
The field of Instructed Second Language Acquisition (ISLA) has expressed interest in pursuing a research agenda that expands the current heritage language (HL) strand of research to investigate how this heterogeneous population re-learns their family language, and how this experience differs from that of second language (L2) learners. This…
Descriptors: Language Processing, Feedback (Response), Spanish, Correlation
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
Cerezo, Luis – Language Learning & Technology, 2016
Research shows that computer-generated corrective feedback can promote second language development, but there is no consensus about which type is the most effective. The scale is tipped in favor of more explicit feedback that provides metalinguistic explanations, but counterevidence indicates that minimally explicit feedback of the…
Descriptors: Computer Assisted Instruction, Second Language Learning, Linguistic Input, Qualitative Research
Beltrán-Palanques, Vicente – Research-publishing.net, 2016
Assessing pragmatic knowledge in the instructed setting is seen as a complex but necessary task, which requires the design of appropriate research methodologies to examine pragmatic performance. This study discusses the use of two different research methodologies, namely those of Discourse Completion Tests/Tasks (DCTs) and verbal reports. Research…
Descriptors: Pragmatics, Second Language Learning, Second Language Instruction, Trust (Psychology)
de la Fuente, María José – Computer Assisted Language Learning, 2014
This study explores the differential effects of medium of delivery of aural input during listening tasks on learners noticing and type of comprehension (top-down and bottom-up) of Spanish object pronouns during focus on form listening tasks. Twenty-two college students enrolled in second year Spanish in a technology-enhanced classroom participated…
Descriptors: Linguistic Input, Second Language Learning, Second Language Instruction, Protocol Analysis
O'Donnell, Mary E. – Foreign Language Annals, 2012
The use of marginal reading glosses by 18 second language (L2) learners is examined through a quantitative and qualitative analysis of audiotaped think-aloud protocols. How these readers interact with the glosses is identified and divided into five categories or gloss interactions. Examples from each are presented. The primary research question…
Descriptors: Reading Comprehension, Second Language Learning, Protocol Analysis, Audio Equipment
Yanguas, Inigo; Lado, Beatriz – Foreign Language Annals, 2012
Critics argue that requiring subjects to verbalize their thoughts while completing certain language tasks increases the participants' cognitive load and impairs their final performance (e.g., Jourdenais, 2001). Despite the importance of this claim for language instructors, few studies have produced contradicting evidence after an empirical study…
Descriptors: Protocol Analysis, Spanish, Task Analysis, Second Language Learning
Tullock, Brandon D.; Fernandez-Villanueva, Marta – Research in the Teaching of English, 2013
In recent years, scholars have voiced the need for research which focuses on the ability of multilinguals to write across multiple languages rather than on the limitations that they face when composing in a non-native language. In order to better understand multilingual writers as resourceful and creative problem-solvers, the current study aims to…
Descriptors: Second Language Learning, Multilingualism, Writing (Composition), Problem Solving
Acosta Caballero, Karen Anelice – ProQuest LLC, 2012
Reading comprehension of school-aged students is an important topic of research; however, research on the reading comprehension of adult foreign/second language learners whose first language is English is limited, especially studies investigating the reading comprehension strategies that readers of different proficiency levels use when they…
Descriptors: Reading Comprehension, Reading Strategies, Language Proficiency, Spanish
Martoccio, Alyssa Marie – ProQuest LLC, 2012
This dissertation tests a grammatical structure, differential object marking (DOM), which is particularly difficult for L2 learners to acquire. DOM is a phenomenon in which some direct objects are morphologically marked to distinguish them from subjects (Comrie, 1979). In Spanish, animate and specific direct objects are marked with the preposition…
Descriptors: Spanish, Second Language Learning, Difficulty Level, Metalinguistics
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