Previous research on the difference in terms of lexical transfer between CLIL (Content and Language Integrated Learning) and non-CLIL students has revealed that CLIL students produce fewer lexical transfer errors than non-CLIL students. This study aimed at comparing the lexical transfer production of two groups of students (CLIL and non-CLIL) and…

The current study was aimed at investigating the relationship between academic Iranian EFL learners' extroversion/introversion and their writing performance. The participants of the study were some 52 BA learners majoring in English language literature in Urmia and Tabriz state universities. The chosen sample comprised of both males and females…

This article explores ways in which learners' achievements can be assessed and reflected in both the domains of linguistic performance and subject-content learning. The content and language integrated learning (CLIL) approach adopted by the authors is one in which language learning and content learning are truly integrated and where neither…

This study focuses on the effects of task type on the retention and ease of activation of second language (L2) vocabulary, based on the multi-feature hypothesis (Moonen, De Graaff, & Westhoff, 2006). Two tasks were compared: a writing task and a list-learning task. It was hypothesized that performing the writing task would yield higher…

One of the main problems relating to language courses offered at language centres is measuring the students' entry-level skills in a fast, efficient and reliable way. This problem is particularly acute in language centres with large numbers of students, especially at the beginning of the academic year, as a mechanism has to be implemented which…

The goal of this dissertation is to test the five stages of Processability Theory (PT) for second language (L2) learners of Spanish and investigate how instruction can facilitate the development through the stages. PT details five fixed stages in the acquisition of L2 morphosyntax based on principles of speech processing (Levelt, 1989) and modeled…

Although the TOEFL iBT does not have a discrete grammar section, knowledge of English sentence structure is important throughout the test. Essential Grammar for the iBT reviews the skills that are fundamental to success on tests. Content includes noun and verb forms, clauses, agreement, parallel structure, punctuation, and much more. The book may…

This paper attempted to study Jordan University students' performance on MAKE and DO at the two linguistic levels of production and recognition. The main objectives were to see if the students were aware of the differences in use between these high-frequency verbs; to identify the difficulties that students encountered in using or recognizing…

In this study, word knowledge and its relation to text comprehension was examined with 50 Chinese- and 20 Korean-speaking second language (L2) learners and 40 first language (L1) speakers of Japanese. Breadth and depth of word knowledge were assessed by a word-definition matching test and a word-associates selection test, respectively. Text…

Lindstromberg and Boers (2008a, 2008b) have reported experiments with adult learners of English which revealed a comparative mnemonic advantage afforded by word combinations that display sound patterns such as alliteration ("green grass") and assonance ("home phone"). These findings are relevant for TESOL, given the fact that English phraseology…

This study examines whether unfamiliar proper names affect English as a second language (ESL) learners' listening comprehension. A total of 110 intermediate to advanced ESL learners participated; comprehension of a short news text was tested under two conditions, Names Known (all proper names pre-taught in advance) and Names Unknown (all proper…

The present study is an attempt to empirically test and compare the results of three methods of word association (WA) analysis. Two of the methods--namely, associative commonality and nativelikeness, and lexico-syntactic patterns of associative organization--have been traditionally used in both first language (L1) and second language (L2)…

This study examines the use of cohesive devices (pragmatic markers and conjunctions) in a 24,000-word corpus of transcribed oral data from 47 learners and native speakers of English. Both of these cohesive devices increase with proficiency level, but not in the same way. Conjunction use seems to increase steadily, and only the differences between…

The rapidly increasing use of English language proficiency test scores by universities around the world to select international students has resulted in a range of admissions, marketing, academic and teaching support staff interacting with the tests in different ways. To date, there has been little research investigating the assessment literacy…

The factors determining foreign language abilities have received copious attention from foreign language studies, and these research findings provided highly converging pedagogical implications for language teachers. However, not many studies have focused on non-academic learners especially with respect to their literacy skills. To fill this gap,…