Research comparing equal and expanding spacing schedules in relation to L2 single words is limited. Moreover, none of the existing studies has examined the learning of formulaic language. The current study aims to address this gap by investigating the impact of equal and expanding intervals on the long-term retention of L2 collocations in…

This systematic review reports on research investigating the impact of multi-word unit (MWU) input on young learners' second language (L2) attainment in instructed settings. Recent findings suggest that L2 learners can generalise from MWU input, abstract patterns and employ such schemata productively via slot-filling, indicating that MWUs are key…

The degree of collocational knowledge influences learners' competence in the production of L2 speech and text. However, collocation learning is complex because learners might co-produce words incorrectly according to L1 inference. This study aims at the design of an online video-assisted collocation learning system, VACLS, that integrated video…

This study aims to analyze the factors influencing the typology of Turkic words to examine the specifics of the way students learn Turkic languages in higher education institutions. A hypotheticdeductive, survey, and comparative method was used for the study. Results showed that the learners have trouble constructing oral discourse and do not…

The concept of constructions has become increasingly important in theories of language acquisition and use during the last 20 years. Constructions are form-meaning pairings that are learned and stored as pieces of linguistic knowledge. Fillmore, Kay, and O'Conner (1988), and Goldberg (1995, 2006, 2019) were among the first linguists who paved the…

Despite the widely used word lists in English as a second or foreign language learning, few attempts have been made to create an academic spoken collocation list, which holds significant potential for enhancing learners' aural and oral abilities in academic communication. This study created a list of the most frequently used and pedagogically…

Given the importance of collocational knowledge for second language learning, how collocation learning can be facilitated is an important question. The present study examined the effects of three different practice schedules on collocation learning: node massed, collocation massed, and collocation spaced. In the node-massed schedule, three…

When teaching Mandarin Chinese classifiers, teachers usually ask students to memorize 'classifier + noun', phrases as collocations. Given that Mandarin Chinese has a vast and complicated system of classifiers, the rote memorization of 'classifier + noun' collocations is challenging and monotonous. Therefore, the present study aims to improve that…

The adjustment of syntactic and phraseological complexity is a key consideration in text adaptation. However, research on this topic in the context of Chinese as a second language (CSL) remains limited. Using 700 CSL reading texts graded following the newly issued Chinese Proficiency Grading Standards for International Chinese Language Education,…

This study aims to provide a comprehensive profile of collocational competence, a key component of one's overall linguistic competence. For the maximum of ecological validity, we elicited naturalistic oral/written production data from 84 Chinese intermediate EFL learners and performed a 2×2 fashion of analysis on their performance in each of the…

This study investigates the grammatical patterns prevalent in conversational discourse as presented in selected Ethiopian English as a Foreign Language (EFL) textbooks. It aims to identify and analyze the features of spoken conversational discourse that shape the structure of dialogues and spoken interactions within these educational materials.…

Starting from a justification of explicit approaches to grammar teaching, this article discusses grammar materials used within a hybrid learning context at the Open University in the United Kingdom and the cognitive principles reflected in their design. The authors argue that as part of a socio-cognitive theoretical approach, explicit…

Competent L2 writing has been described in research in terms of an increasing incidence, variety, and length of clauses; a countervailing compactness and tightness with reduced number of clauses even as clause length expands; and various interrelationships between syntactic realizations of texts and the genres they represent. These partly…

This study investigated the effects of digital and non-digital gamification on EFL learners' learning collocations, satisfaction, perceptions, and sense of flow. The participants divided into three groups of digitally gamified, non-digitally gamified, and non-gamified classes were 75 Iranian EFL students at B1 level. In each class, students were…

One of the critiques of proficiency as defined by scales, such as that of ACTFL, is its lack of grounding in linguistic realities. Measures of complexity, accuracy, and fluency provide a route in which proficiency can be quantitatively measured by identifying linguistic correlates (see Brown et al., 2017; Long et al., 2012). This project aimed to…