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Using the Sociocognitive-Transformative Approach in Writing Classrooms: Effects on L2 Learners' Writing Performance

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Barrot, Jessie S. – Reading & Writing Quarterly, 2018

The current study used a scale-based approach and complexity, accuracy, and fluency (CAF) analysis to comprehensively capture the effects of the sociocognitive-transformative approach on 2nd language (L2) learners' writing performance. The study involved 66 preuniversity intermediate L2 students from 4 different English classes. I randomly…

Descriptors: English (Second Language), Second Language Learning, Writing Achievement, Pretests Posttests

A Preposition Is Something You Can End a Sentence With: Learning English Stranded Prepositions through Structural Priming

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Conroy, Mark A.; Antón-Méndez, Inés – Second Language Research, 2015

This study investigated whether second language (L2) learners of English could learn to produce stranded prepositions through structural priming. Structural priming is the tendency for speakers to repeat the structure of previously experienced sentences, without intention or conscious awareness of such behaviour, and is thought to be associated…

Descriptors: Language Research, English (Second Language), Second Language Learning, Form Classes (Languages)