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Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners

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Schenck, Andrew – SAGE Open, 2021

Past experimental studies of corrective feedback (CF) have isolated factors like grammatical complexity, learner proficiency, and L1 one by one, carefully designing experiments that eliminate the influence of "extraneous" factors. Because each factor is actually codependent, more holistic study is needed. Eleven studies, all of which had…

Descriptors: Error Correction, Second Language Learning, Second Language Instruction, English (Second Language)

A Usage-Based Study of L2 Constructional Development: Combining Learner Corpus and Experimental Data

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Jo, Rami; Oh, Sun-Young – English Teaching, 2021

By adopting a usage-based approach to language acquisition, this study investigated the emergence and development of L2 constructional knowledge. A total of 19 English verb-argument constructions (VACs) and their associated verbs were extracted from a learner corpus and three verbal fluency tasks, each conducted in L1 and L2 English and L1 Korean.…

Descriptors: Language Usage, Native Language, Korean, Second Language Learning

Acquisition of Articles in L2 and L3 English: The Influence of L2 Proficiency on Positive Transfer from L2 to L3

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Aribas, Derya Sekerci; Cele, Filiz – Journal of Multilingual and Multicultural Development, 2021

This paper compares the initial state of second language (L2) and third language (L3) acquisition for English articles to examine the influence of L2 proficiency on positive transfer from L2 to L3. We tested 36 L1 Turkish/L2 German adolescent learners of L3 English (L3 group), 41 L1 Turkish adolescent learners of L2 English (L2 group), and 10…

Descriptors: Comparative Analysis, Second Language Learning, Second Language Instruction, English (Second Language)