Personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings. This study set out to delve deeper into the role of personality as a predictor of FL emotions through a series of increasingly…

This study investigated whether structural priming, as a reflection of error-driven learning mechanisms, could facilitate second language (L2) learning of the dative alternation in Mandarin. We sought evidence of learning from both priming and acceptability judgment data. Participants were 25 native speakers and 41 classroom learners (CLs). After…

There has been increasing interest in the effects of note taking in second language (L2) research. However, no meta-analysis has been conducted to examine the relationship between note taking and learning through exposure to L2 input. We retrieved 28 effect sizes from 21 studies (N = 1992) to explore the overall effects of note taking as well as…

This study explored the effect of speaking task on midclause pausing characteristics in the L1 and L2 speech of the same speakers to gain further insights into the potential relationship between pause location and stages of speech production. Participants included English L1 learners of L2 French (n = 29) or Spanish (n = 27) from the publicly…

This study examines the effects of task complexity on second language (L2) pronunciation accuracy and global pronunciation measures in pronunciation-unfocused tasks and assesses the relationship between acoustic and listener-based pronunciation measures. Eighty-two Catalan/Spanish learners of English performed simple and complex versions of a…

The study examined how learners' motivational dispositions predict the complexity, accuracy, fluency of their oral task performance and their overall second language proficiency. Eighty-one speakers of English as a second language in the United States completed a regulatory focus and a regulatory mode questionnaire, an oral interview task, and a…

The use of the Spanish pronouns of address "tú" and "usted" is an intricate matter for L2 learners due to the many factors that influence their selection at the discourse and interactional level. Although the literature has traditionally focused on the challenges experienced by L1-English learners of L2-Spanish in learning…

This study investigates how linguistic and nonlinguistic information interacts in second language (L2) sentence processing. Previous studies argued that L2 behaviors might stem from how L2 speakers rely more on one type of information over another. However, direct attempts have not been made to test the (dis)agreement of different information…

Second language (L2) research on input manipulation has focused mainly on increasing the salience of target structures, but presentation formats of L2 input can be another important aspect for manipulation. This study compared the horizontal, vertical, and adjacent formats for presenting the characters, pinyin, and English meaning of L2 Chinese…

This study examined the development of automaticity in processing L2 collocations, and the roles of L1 collocational knowledge and practice conditions in the development process. Korean learners of English were assigned to one of two practice conditions (practice in identical or varied contexts). The learning gains for word combinations with and…

Comprehensibility, or ease of understanding, has emerged as an important construct in second language (L2) speech research. Many studies have examined the linguistic features that underlie this construct, but there has been limited work on behavioral and affective predictors. The goal of this study was therefore to examine the extent to which…

This report examines the potential impacts of task and proficiency on listener judgments of intelligibility, comprehensibility, and accentedness in L2 Spanish. This study extends Huensch and Nagle ["Language Learning," 71, 626-668, (2021)], who explored the partial independence among the global speech dimensions for speech samples taken…

The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related to each other. It is the first study to consider how the three FL emotions are shaped by one learner-internal variable (attitude toward the FL), by two perceived teacher behaviors…

This study investigates whether the use of prosodic cues during instruction facilitates the processing of German accusative case markers. Two groups of third semester L1 English learners of L2 German completed Processing Instruction (PI) with aural input: Learners in the PI+P group heard sentences that included focused prosodic cues; learners in…

The current study set out to examine to what degree age of acquisition (AOA), defined as a learner's first intensive exposure to a second language (L2) environment, mediates the final state of postpubertal, spoken vocabulary attainment. In Study 1, spontaneous speech samples were elicited from experienced Japanese users of English (n = 41) using…