This study compared the effectiveness of negative evidence and enriched input on learning the verb-noun collocations. There were 52 English as Foreign Language (EFL) learners in this research study and they were randomly assigned to the negative evidence or enriched input groups. While the negative evidence group (n = 27) was provided with…

Lexical development in first language (L1) Turkish and second language (L2) German in two- to three-year-old children was examined, using parental vocabulary checklists in Turkish and in German. Children showed strong Turkish dominance in the number of lexical items they produced, which was due to the more frequent exposure to Turkish and higher…

This study is designed to investigate whether the sequence of input is influential in the recollection of the retained information. Eighty first year students, 40 girls and 40 boys, studying in ELT department participated in the study. Three tasks were administered to the participants. In the first test three different lists of words and their…