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…

Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction--"deductive" or "inductive," where rules are respectively provided or elicited--proves more effective. Avoiding this…

The effects of simplification, type of linguistic item, and second-language experience on learners' intake of linguistic items contained in written input were studied. Results suggest that simplification does not have a facilitating effect on learners' intake. Sample passages are appended. (56 references) (Author/LB)

Think-aloud protocols were gathered to establish that first-year college level participants noticed targeted linguistic forms (Spanish formal imperatives) while reading an enhanced or unenhanced text. Suggests there are no significant benefits of written input enhancement over unenhanced written input for the amount of reported noticing of Spanish…

Investigated the effects of written input enhancement and text length on college students' second-language comprehension and intake. First-year Spanish students were exposed to one of four conditions with enhanced and non-enhanced short and long text. Exposing students to short authentic reading materials facilitated reading comprehension but not…

Presents a critical review of current empirical second-language (L2) studies addressing the effects of simplification on L2 learners' comprehension and intake in the written and aural modes. Argues that the issue of the role and effects of simplification on learners' comprehension and intake remains contentious. (35 references) (Author/CK)

Investigates the effects of awareness, or lack thereof, on 32 adult second or foreign language learners' subsequent intake and written production of targeted Spanish morphological forms. Think-aloud protocol data were used to measure awareness or lack of it, and morphological learning was assessed by the learners' performances on two postexposure…

Examined the role of awareness in relation to R. W. Schmidt's noticing hypothesis in second language acquisition. The study analyzed the think-aloud protocols of adult learners of Spanish as a second language as they were completing a problem-solving task as well as their immediate performances on two post-exposure assessment tasks, a recognition…