In seeking to both confirm previous conclusions and expand the literature of the field with a different group of participants, McNulty (2012) was (partially) replicated. Three instructional interventions were designed to ascertain which activity type was responsible for learner gains. One treatment group (R) included referential-only practice…

The effectiveness of explicit instruction, within the context of strategy development in learners, has been widely accepted for several years. However, the methods used within explicit vocabulary instruction are varied and comparatively few studies have directly compared methods. This study investigates the type of instruction (in a visual or…

This paper reports on an intervention study with young Polish beginners (mean age: 8 years, 3 months) learning English at school. It seeks to identify whether exposure to rhythmic input improves knowledge of word order and function words. The "prosodic bootstrapping hypothesis", relevant in developmental psycholinguistics, provided the…

This study compares the effect of using corpus-based materials and activities for the instruction of pragmatic routines under two conditions: implementing direct corpus searches by learners during classroom instruction and working with teacher-developed corpus-based materials. The outcome is compared to a repeated-test control group. Pragmatic…

Cognate words are considered to be one of the influential teaching tools in applied linguistics and the benefits of using them have been proved by several pieces of research so far. However, in literature, we can see nearly no studies related to the cognate words between English language and Kurdish language. In this study, in order to show the…

This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their…

This study investigated the effects of utilizing corpus tools on university EFL student teachers' learning and production of verb-noun collocations. The participants were 60 first-year student teachers in an English Language Teaching Department of a state university in Turkey. The research followed a pre and post-test quasi-experimental research…

The acquisition of verbal morphology presents challenges for many second language (L2) learners, in part because they do not readily process those forms during sentence comprehension. Instead, L2 learners rely on lexical-semantic cues (e.g., temporal adverbs and explicit subjects). This study investigated the role of task-essential training in…

This study investigates the effect of instruction on the acquisition of pragmatic routines used in academic discussion, specifically expressions of agreement, disagreement, and clarification. Thirty-seven learners, including an experimental group of 26 students and a control group of 11 students, participated in the study. Five intact classes…

This study applied systematic meta-analytic procedures to summarize findings from experimental and quasi-experimental investigations into the effectiveness of using the tools and techniques of corpus linguistics for second language learning or use, here referred to as data-driven learning (DDL). Analysis of 64 separate studies representing 88…

Teachers who teach a new language grammar do not usually have the time and the proper situation to introduce humour when starting a new topic in grammar. There are many different opinions about teaching grammar. Many teachers seem to believe in the importance of grammar lessons devoted to a study of language rules and practical exercises. Other…

The grammatical gender of German nouns continues to pose a challenge to second language learners. Following from a connectionist framework, this study explores the effect of two input enhancement techniques, color-coding and gendered actors, on the learning of grammatical gender by beginning learners of German during a vocabulary acquisition…

This study is an attempt to identify the impact of exploration and thinking loudly strategies on analytical reading and linguistic intelligence among second middle grade female students in Najran, Saudi Arabia. Semi-Experimental method was adopted to achieve study objectives. The sample consisted of (60) female students divided into three groups,…

In this study we examined language learners' attentional processing of a target syntactic construction in written L2 input in different input conditions, the change in learners' knowledge of the targeted construction in these conditions, and the relationship between the change in knowledge and attentional processing. One hundred L2 learners of…

The present study investigated the comparison between short and long-term effectiveness of input-providing and output-prompting negotiation strategies on mastering the target structures. To this end, the participants were divided into three groups, namely two experimental groups who had a special kind of treatment, and one control group without…