Students of English as a second language (ESL) are often perplexed by English phrasal verbs (PVs) and must seek aid to understand the meanings of such phrases. Understanding an independent verb is simple, but the meaning of a verb can change depending on the context in which it is used as well as its object(s). In other words, since PVs using the…

This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12…

The research objective is to develop a model of Assessment for Learning (AFL) in Pragmatic course in IAIN Surakarta. The research problems are as follows: How did the lecturer develop a model of AFL? What was the form of assessment information used as the model of AFL? How was the results of the implementation of the model of assessment. The…

The main aims of this study were to investigate the relationship between the lexical size and the emergence of morphological and syntactic markers in toddlers between the ages of 16 and 30 months and to compare these results between Galician and European Portuguese. Parents of 3012 Portuguese toddlers and those of 1081 Galician toddlers completed…

Working memory capacities are associated with mathematical development. Many studies have tried to improve working memory abilities through training. Furthermore, the central executive has been shown to be the component of working memory, which is the most strongly related to numerical and arithmetical skills. Therefore, we developed a training…

Pragmatic competence, or the ability to use language appropriately in a variety of contexts, is a critical skill for communication in a second language (L2). Thus, teaching that focuses on developing students' abilities to communicate effectively in an L2 must also include a focus on developing students' pragmatic competence. This article…

This cross-linguistic study investigated whether the native language has any influence on lexical composition among Italian (N = 125) and Finnish (N = 116) very preterm (born at <32 gestational weeks) children at 24 months (controls: 125 Italian and 146 Finnish full-term children). The investigation also covered the effect of maternal education…

Successful inclusion of students with learning disabilities in foreign language courses has been problematic, likely due to factors such as heightened anxiety and individualized learning challenges which are characteristic of those with learning disabilities. These learning characteristics often necessitate that multisensory strategies be employed…

This study of vocabulary comprehension strategies (VCS) is framed by the debate on L2-only instruction in the second or foreign language (L2) classroom where the teacher shares the first language (L1) of the students. Research has shown that some teachers switch to the L1 to explain lexical items while others try to explain them through L2…

In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the…

Many scholars in language learning and teaching agree that vocabulary plays a vital role in a language learning. However, the way the vocabulary is presented to language learners, whether explicitly or implicitly, becomes central discussion in language literature. This study investigated the effect of explicit and implicit vocabulary instructions…

Investigating the impact of linguistic characteristics on visual word recognition in children, we studied whether differences in native (L1) and second language (L2) processing already emerge at the beginning of reading development. German elementary school students in grades 2 to 6 completed a battery of standardized tests and a lexical decision…

Previous studies (Collins, 2015; Kennan & Meenan, 2014) have shown how variations in text and task factors and individual reader skills affect performance on reading comprehension assessments. The present study examined whether different presentation conditions (silent reading, watching a video) and response formats (open-ended vs.…

Two groups of freshman students, enrolled in a Vocabulary I and Reading I courses, participated in the study. Before instruction, both groups took a recognition (vocabulary) and a production (oral reading) pre-test. Comparisons of the pre-test scores showed no significant differences between the experimental and control group in decoding skills…

Providing instruction to students with autism spectrum disorder (ASD) can be challenging for teachers since students can have a range of unique learning needs, particularly in reading comprehension. Given that reading comprehension is a complex process requiring the use of various knowledge and skills simultaneously, many students with ASD often…