This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty-eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group (n = 16)…

Task modality (oral vs. writing) has been found to affect the production, nature and resolution of the language-related episodes (LREs) produced by adult learners in collaborative interaction, a finding also attested in very recent and still limited research with young learners, a population that deserves greater attention in the literature.…

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners' cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers,…

This study explored second language (L2) competence in discontinuous discursive formulaic sequences, namely Chinese correlative connectives (CCCs; e.g. yinwei . . . suy 'because . . . so'), in relation to the determinants of formulaic sequence acquisition by scrutinizing L2 Chinese learners' performance on two controlled tasks. Mixed-effects…

Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners' academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two…

This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person "-s." One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received…

We examine the second language (L2) acquisition of variable Spanish word order by first language (L1) speakers of English via the acquisition of unaccusative and transitive predicates in various focus-related contexts. We employ two bimodal linguistic tasks: (1) acceptability judgment task (B-AJT) and (2) appropriateness preference task (B-APT).…

This paper investigated how production task combined with teacher feedback (in the form of recasts) affects child second language development, and the effects of task complexity on their production performance. 92 child learners of English in three intact classes were assigned to three tasks of different complexity (simple, +complex, ++complex).…

The role of recasts, a corrective feedback technique, has received much attention from instructed SLA researchers. While a variety of factors have been identified as influencing their effectiveness in facilitating uptake and L2 development (e.g., learners' age and level of proficiency), the role of mode of interaction has been the object of…

As expert intercultural communicators, translators constantly face the challenges of comprehending and producing language that is stylistically appropriate in various communicative contexts. To scale these challenges, they must acquire advanced levels of sociolinguistic competence. Although sociolinguistic competence is considered an essential…

Purpose: An impoverished production of routinized expressions, namely, formulaic language, has been reported for monolingual speakers with Parkinson's disease (PD). Little is known regarding how formulaic expressions might be manifested in individuals with neurological damage who speak more than one language. This study investigated the processing…

This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was…

This study investigated the effects of task complexity on child learners' second language (L2) gains, the relationship between aptitude and L2 development, and the extent to which task complexity influences this relationship when recasts are provided. Sixty child EFL learners were assigned to two experimental groups. During the treatment, one…

This study examines the effects of the timing of explicit instruction (EI) on grammatical accuracy. A total of 123 learners were divided into two groups: those with some productive knowledge of past-counterfactual conditionals (+Prior Knowledge) and those without such knowledge (-Prior Knowledge). Each group was divided into four conditions. Two…

This article reports on a classroom-based study that examined the effects of direct focused and unfocused written corrective feedback (WCF) on the accuracy development of the past hypothetical conditional (e.g., "If I had had money, I would have bought a new computer.") and the indefinite article (a/an). The study employed a…