Previous research has proposed a crucial role for critical experiences in language learning to better understand how learners understand and discursively construct their self-concept (Mercer, 2011, 2016; Serafini, 2020a; Thompson, 2020). However, studies have mainly explored critical experiences in the narratives of foreign language learners of…

Two concepts of multilingualism that relate to the selves aspect of Dörnyei's (2009) L2 motivational self system (L2MSS) are highlighted in this article: Thompson's concept of "perceived positive language interaction" (PPLI) and Henry's notion of the "ideal multilingual self." With the dynamic model of multilingualism informing…

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students' knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian…

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

The present study examined the apologies of 18 study abroad (SA) students during a short-term SA experience in Madrid, Spain. Apologies were assessed with a discourse completion task (DCT) consisting of five vignettes that varied across three variables: relative social status of the interlocutor, relative social distance, and seriousness of the…

The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to contribute to the question of which pedagogical considerations can be made in regard to the role of prior language knowledge beyond…

This article examines the second language acquisition (SLA) of Spanish dative clitics in clitic doubling (CLD) structures that are closely related to the double object construction (DOC) in English and Dutch. It also addresses the question of how adult English and Dutch speakers learning L2 Spanish in a formal setting develop knowledge and use of…

This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure…

Textual manipulation is a common pedagogic tool used to emphasize specific features of a second language (L2) text, thereby facilitating noticing and, ideally, second language development. Visual input enhancement has been used to investigate the effects of highlighting specific grammatical structures in a text. The current study uses a…

Despite the extensive research conducted regarding Focus on Form instruction, no conclusive results have been provided concerning (a) the issue of which techniques contribute most effectively to L2 acquisition, and b) at which level of proficiency those techniques should be implemented for best results. Dictogloss, one of these techniques, has…