This study addresses the role of output in second language (L2) acquisition by comparing processing instruction (PI) to communicative output (CO) tasks. Participants included 80 English-speaking adults from six university course sections of beginning L2 Spanish, with two assigned to each treatment (PI = 27; CO = 28) and two others comprising a…

Previous research has shown that studying orientations are important factors in determining academic performance. The main purpose of this study was to investigate how Greek students' approaches to studying in combination with gender, academic discipline, and professional degree in English affect performance on verbal fluency tasks in English as a…

This paper questions the assumption that corpora are authentic, with particular reference to their application in language pedagogy. The author argues that, because of the form the corpus takes, authentic source texts forfeit a crucial criterion for authenticity, namely context, in the transition from source to electronic data. Other authentic…

Framed under a cognitive approach to task-based L2 learning, this study used a pedagogical approach to investigate the effects of three vocabulary lessons (one traditional and two task-based) on acquisition of basic meanings, forms and morphological aspects of Spanish words. Quantitative analysis performed on the data suggests that the type of…

This paper describes an approach to task evaluation that emerged out of the process of the negotiated development of a course between two co-teachers. The course was co-taught by one ELT specialist and a specialist in a subject area. The teachers were equal partners in this self-contained course. While teaching a new class, the teaching partners…

This study investigated the effects of second language (L2) proficiency differences in pairs and patterns of interaction on L2 learning, making use of both qualitative and quantitative data. We designed the study in such a way that four different "core" participants interacted with higher and lower proficiency "non-core"…

Examines word awareness in 4-year-old children, comparing bilinguals and second language learners with monolingual children. The study controlled for many methodological problems, including the possibility of enhanced word awareness due to early reading. Results indicate that experience with a second language does not promote word awareness at…

Extends a study on the developmental effects of learners noticing differences between their own and native speaker output. Spanish learners were assigned to three groups: task repetition, noticing, and noticing + simulated recall. Learners noticed differences between their own essays and reformulated writing and that there were quantitative…

Explores the interaction between heritage speakers and second language learners of Spanish in a synchronous computer-assisted learning environment. Students in an intermediate language course were paired with heritage speakers. Transcripts of interactions were examined for points of negotiation. (Author/VWL)

Reports the results of a study carried out with high intermediate/advanced English-as-a-Foreign-Language learners who completed two form-focused tasks--a dictogloss and a text reconstruction) collaboratively. Learners' interaction with both tasks was codified and language-related episodes were identified. Results are considered in the light of…

Investigated the impact of performance conditions on perceptions of task difficulty in a test of spoken language, in light of the cognitive complexity framework proposed by Skehan (1998). Candidates performed narrative tasks whose characteristics and the conditions under which they were performed were manipulated, and the impact of these on task…

This study focused on the input-to-intake phenomenon: Can foreign language/second language (L2) learner-readers process grammatical information presented via written input as intake? Multiple tasks were designed to assess the processing of input into intake by first- and second-year students of Spanish. (JL)

This study compared 112 younger and older adult monolingual English speakers and English/Spanish bilingual speakers on measures of auditory perception and memory span. The results revealed no age difference in auditory memory span in English but found that both older and younger bilinguals performed better than monolinguals on these tasks.…

Investigates the extent to which tasks involving processing differences in English-as-a-foreign-language (EFL) reading result in differences in performance on comprehension. Processing differences were created by the assignment of two tasks--writing a text summary and listing the examples in the text. (Author/VWL)

Explored an alternative approach to short essay writing on language assessment tasks. Thirty-nine intermediate learners of French performed two essay writing tasks: writing directly in French and writing in the first language and then translating into French. Two-thirds of students did better on the direct writing task across all rating scales;…