This study investigates the effect of sequenced, time-delayed, multimodal Chinese language and communicative literacy supports on the ability of learners of Chinese as a Foreign Language [CFL] to recognize characters and acquire literacy via writing in Chinese. A multimodal web application was designed and developed as a writing platform and…

This study investigates the capacity of elementary-level Chinese second language learners to memorize serial verb sentences based on the results of a questionnaire. Our findings show that adult second language learners employ the concept of temporal sequence in language learning, consciously or unconsciously, whether or not the chronological…

This study explored the initial stages of adult second language (L2) learning with a special focus on the acquisition of the target language sound system. The aim was to analyze the longitudinal development of Spanish stop voicing contrasts in an immersion learning context. Native English-speaking late learners of Spanish provided production data…

Research into the formulaic nature of language has grown in size and scale in the last 20 years or more, much of it based in corpus studies and involving the identification and categorisation of formulas. Research suggests that there are benefits for second and foreign language learners recognising formulaic sequences when listening and reading,…

Purpose: The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). Method: We examined procedural learning in monolingual and bilingual school-aged children (ages 8-12 years) with and without SLI. The…

Although several studies have explored the effects of task sequencing on second language (L2) production, there is no established set of criteria to sequence tasks for learners in L2 writing classrooms. This study examined the effect of simple ?complex task sequencing manipulated along both resource-directing (± number of elements) and…

This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was…

Language aptitude has been hypothesized as a factor that can compensate for postcritical period effects in language learning capacity. However, previous research has primarily focused on instructed contexts and rarely on acquisition-rich learning environments where there is a potential for massive amounts of input. In addition, the studies…

What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual…

The article presents a reflection on the ways multilingual language users perceive their L2 and L3 learning experiences in retrospect. Emphasis is placed on sequential learning of foreign languages in classroom settings for learners/users homogenous in terms of their learning histories, with L1 Polish and L2 English (advanced), but at two…

This study investigates the production and online processing of English tense morphemes by sequential bilingual (L2) Turkish-speaking children with more than three years of exposure to English. Thirty-nine six- to nine-year-old L2 children and twenty-eight typically developing age-matched monolingual (L1) children were administered the production…

A two-semester modified Spanish sequence was designed to address the needs of college students with language-based learning disabilities. This course featured reduced scope, an emphasis on tactile activities, metacognitive strategies, and adaptations to the presentation and practice of material. Performances on fall and spring semester-end essays…

Responds to Ellis (1996), who claims that much of first- and second-language acquisition is sequence learning and can be explained in terms of connectionist theory. This article does not disagree with the substance of Ellis's article but rather the extent to which his model can be applied to many aspects of natural languages. (six references) (CK)

Disagrees with Ellis's claim (1996) that learning the grammatical word class of a particular word, and learning grammatical structures more generally, involves in "large part" the automatic implicit analysis of the word's sequential position. The article maintains that some grammatical acquisition, but not "vast amounts," derives from the analysis…

Donsiders the role and nature of learning sequences occurring in the second-language classroom situation. (Author/VWL)