Learners entering higher education may learn specialized vocabulary of new disciplines in their second language (L2) with or without support from their first language (L1). However, these learners cannot rely on an established conceptual representation in L1 when learning L2 specialized vocabulary. The effects of learning a new concept in L1 prior…

It is commonly believed that second language (L2) acquisition of lexical tones presents a major challenge for learners from nontonal language backgrounds. This belief is somewhat at odds with research that consistently shows beginning learners making quick gains through focused tone training, as well as research showing advanced learners achieving…

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…

We examined whether interword spacing would facilitate acquisition of new vocabulary for second language learners of Chinese. Participants' eye movements were measured as they read new vocabulary embedded in sentences during a learning session and a test session. In the learning session, participants read sentences in traditional unspaced format…

The earliest stages of adult language acquisition have received increased attention in recent years (cf. Carroll, introduction to this issue). The study reported here aims to contribute to this discussion by investigating the role of several variables in the development of word recognition strategies during the very first hours of exposure to a…

Proponents of Processing Instruction (VanPatten, 2005) claim that learners benefit most when presented with both referential and affective structured input activities. Following a classic pretest-posttest design, the present study investigates the role of these two types of activities on the learning of the Spanish subjunctive. Groups differed…

One common way of assessing learners' proficiency in second language (L2) listening comprehension is by comprehension-restitution (C-R), whereby learners write down what they have heard. The various forms of C-R differ according to characteristics of the input (e.g., length, speech rate) and of the output (e.g., amount of detail requested). The…