This study investigated the relative effects of four forms of task preparation on L2 speech production. One hundred forty-four Japanese speakers of English completed an oral opinion task after 10 minutes of preparation. The same task repetition condition involved four iterations of the same pedagogic task (same procedures, same content), the…

Learning through repetition is a fundamental form and also an effective method of language learning critical for achieving proficient and automatic language use. Massive repetition priming as a common research paradigm taps into the dynamic processes involved in repetition learning. Research with this paradigm has so far used only emotionally…

Listening comprehension input is necessary for language learning and acculturation. One approach to developing listening comprehension skills is through exposure to massive amounts of naturally occurring spoken language input. But exposure to this input is not enough; learners also need to make the comprehension corpus meaningful to their learning…

Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese)…

Individual differences in nonword repetition (NWR) show a particularly strong association with vocabulary acquisition for both first- (L1) and second-language (L2) learners, and they serve as a behavioral marker for specific language impairment (SLI) in children (Gathercole, 2006). However, this association is susceptible to alternative…