The unstructured conversations of students who chatted with Freudbot in his Second Life virtual office over a 32-month period were examined in order to better understand the nature of the virtual relationship between students and conversational agents (CA) as historical figures. This research builds on past work that examined these conversations…

The current research study was conducted to examine the impacts of focused and unfocused audio-appended reading tasks on female EFL learners' acquisition of a rule-bound structure (passive voice) and a non-rule-bound structure (prepositions). The participants of this study involved ninety intermediate female English learners. They were assigned…

Dictionary studies have suggested that nearly half of the English lexicon have multiple meanings. It is not yet clear, however, if second language learners reading English texts will encounter words with multiple meanings to the same degree. This study investigates the use of words with multiple meanings in an authentic English novel. Two samples…

This dissertation explores why grammatical structures are better learned implicitly or explicitly by investigating differential object marking (DOM) in Spanish. To address the effectiveness of implicit versus explicit instruction in the classroom, the researcher focused on two of the main features that constrain DOM in Spanish: animacy and…

In the field of ELT, a growing awareness has been paid to the use of correct and appropriate word combinations. Of methods and techniques existed in the literature, the issue of lexical collocation gets a great deal of attention. However, one of the main obstacles, particularly for non-native writers (NNW), is indeterminate knowledge of word…

Purpose: Most EFL textbooks suggest the use of vivid pictures and verbal explanations in teaching English prepositions. However, this word class appears in collocations, and rote-learning does not really help learners retain and use this word class successfully. Cognitive linguistics (CL) has implications for English language teaching as it rests…

This is a longitudinal case study of two groups of students (24 students in total) from the Foreign Languages Department of the University of Puerto Rico-Rio Piedras. This research deals with the acquisition of the French adverbial pronouns "en" and "y" through two different teaching approaches, the implicit-inductive teaching…

This quasi-experimental study aimed to investigate the effectiveness of applying cognitive linguistics (CL) to teaching English prepositions. The pretest-posttest between-group design was adopted. The participants were selected according to their previous learning experiences, regular out-of-class exposure, eagerness for joining the study, and…

This current study reports the findings of sociolinguistic research investigating the place of the "voseo" in the Spanish language curriculum in the United States. The study describes the results of questionnaire responses from 177 US Spanish teachers and survey responses from 560 US college students of Spanish. Both instruments sought…

The two main components of Processing Instruction (PI) are Explicit Information (EI) and Structured Input (SI). Most researchers have concluded that the SI is more responsible for learner gains than the EI (Benati, 2004a, 2004b; VanPatten & Oikennon, 1996; Wong, 2004). However, some researchers have found that EI does significantly impact…

This study investigated the effect of dynamic Assessment (DA) on the acquisition of L2 grammar by EFL learners. The focus was on teaching Conditional Type II, or Unreal Conditional, which is a difficult structure for language learners to acquire. To this end, two intact classes of intermediate EFL learners, each consisting of 23 male students were…

The present study investigates the impact of the integration of the Cognitive Linguistics (CL) pedagogy into Data-driven learning (DDL) on the learners' acquisition of two sets of English spatial prepositions of verticality, "over/under" and "above/below." The study followed a quasi-experimental design with a control and an…

In this paper, we explore the results of a short-term concept-based pedagogical intervention on the learning of declension as a meaning-making resource among US university learners of German. The pedagogical approached derived its principles from Vygotskian sociocultural psychology, namely the role of explicit, scientific (i.e., abstract and…

Cognitive Linguistics has been applied in SLA in order improve the learning/acquisition process of foreign/second language. This quasi-experimental study was conducted to find the impact of the Cognitive Linguistics on learning/ acquiring the Phrasal Verbs among EFL learners at intermediate level. In this study the orientational metaphors were…

The purpose of this study is to investigate the effectiveness of two instruction methods for teaching polysemous English prepositions ("at, in, on") and to explore learners' perception on learning tools used in the instruction when learning polysemous words. The first study investigated the effectiveness of schema-based instruction…