This article examines the second language acquisition (SLA) of Spanish dative clitics in clitic doubling (CLD) structures that are closely related to the double object construction (DOC) in English and Dutch. It also addresses the question of how adult English and Dutch speakers learning L2 Spanish in a formal setting develop knowledge and use of…

Existing research concludes that educators have varying levels of language knowledge. Educators' varying levels of language knowledge may be related to the type of content knowledge they received while in school. The purpose of this study was to compare the performance of pre-professional speech-language pathology (SLP) students who have taken…

The purposes of the present research work are to investigate which aspects of depth of vocabulary knowledge have strong and significant correlation with academic reading comprehension and examine to what extent different dimensions of depth of vocabulary knowledge have predicted to academic reading success in an EFL context. A total sample of 175…

This paper aims to connect recent corpus research on phraseology with current language testing practice. It discusses how corpora and corpus-analytic techniques can illuminate central aspects of speech and help in conceptualizing the notion of lexicogrammar in second language speaking assessment. The description of speech and some of its core…

The authors investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among English learners (ELs) of varied proficiency. The sample included 169 regular education Grade 7 students (86 current ELs; 83 former ELs) enrolled in 1 urban school in Pacific Northwest region of the United…

This study examined how well second language (L2) recall and recognition vocabulary tests correlated with a reading test, how well each vocabulary test discriminated between reading proficiency levels, and how accurate each test was in predicting reading proficiency when compared with corpus studies. A total of 116 college-level learners of…

In this study, two alternative theoretical models were compared, in order to analyze which of them best explains primary school children's text comprehension skills. The first one was based on the distinction between two types of answers requested by the comprehension test: local or global. The second model involved texts' input modality: written…

This study describes the reliability and validity of four language tests: The Sentence Comprehension Test (SCT), the Expressive Language Test (ELT), the Sentence Repetition Test (SRT), and the Arabic Picture Vocabulary Test (APVT). These tests were administered to two groups of Qatari Arabic-speaking children: A typically developing group (n=81 to…

Ongoing research has demonstrated that culturally and linguistically diverse (CLD) students may be disproportionately represented among students with learning disabilities (LDs). The main aim of this research was to identify groups of CLD students at risk for LDs using the achievement criterion. To that end, 158 students participated in the…

The National Center Test is a test that high school graduates take in order to be matriculated into the majority of universities in Japan. Its English section (NCT), though, is scheduled to be replaced by commercially available private English tests of four skills (reading, listening, speaking, writing) due to the fact that NCT currently measures…

On the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments, the attainment of performance level 4 is intended to indicate college readiness or being "on track" to college and career readiness. Students who achieve Level 4 should have a 0.75 probability of attaining at least a C in entry-level,…

As part of the Dynamic Model of Multilingualism (DMM), Herdina & Jessner (2002) cite multilinguals' increased metalinguistic awareness as one of the key factors that distinguish third language acquisition from second language acquisition. Many TLA studies have sought to show that this increased metalinguistic awareness and the beneficial…

The influence of task complexity on second language (L2) writing performance has been researched near-exclusively in relation to the linguistic complexity of the learners' written products, while only limited attention has been paid to the online writing processes. In order to fill this gap, the present study focused on the effects of task demands…

This study used a pretest-posttest-delayed posttest design at one-week intervals to determine the extent to which written, audio, and audiovisual L2 input contributed to incidental vocabulary learning. Seventy-six university students learning EFL in China were randomly assigned to four groups. Each group was presented with the input from the same…

This article reports the findings of a study in which we investigated the possible effects of word order on the acquisition of case marking. In linguistic typology (e.g. Greenberg, 1963) a very strong correlation has been shown between dominant SOV (subject object verb) word order and case marking. No such correlation exists for SVO (subject verb…