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Direct linkWebb, Stuart; Kagimoto, Eve – Applied Linguistics, 2011
This study investigated the effects of three factors (the number of collocates per node word, the position of the node word, synonymy) on learning collocations. Japanese students studying English as a foreign language learned five sets of 12 target collocations. Each collocation was presented in a single glossed sentence. The number of collocates…
Descriptors: Semantics, English (Second Language), Second Language Learning, Phrase Structure
Chen, Chuntien; Truscott, John – Applied Linguistics, 2010
This study of incidental vocabulary acquisition through reading, involving 72 freshmen at two Asian universities, investigated (i) the effect of repeated encounters with target words on the development of seven aspects of word knowledge, and (ii) the effect of L1 lexicalization on the acquisition of meaning--does the absence of an L1 translation…
Descriptors: Vocabulary Development, Incidental Learning, College Freshmen, Translation
Bitchener, John; Knoch, Ute – Applied Linguistics, 2010
The call for longitudinal evidence on the efficacy of written corrective feedback (WCF) for ESL (English as a second language) writers has been made repeatedly since Truscott (1996) claimed that it is ineffective, harmful, and should therefore be abandoned. This article discusses some of the theoretical issues raised against the practice, outlines…
Descriptors: Feedback (Response), Control Groups, Written Language, Foreign Countries
Takimoto, Masahiro – Applied Linguistics, 2009
The present study evaluates the relative effectiveness of three types of input-based approaches for teaching English polite request forms to sixty Japanese learners of English: (a) structured input tasks with explicit information; (b) problem-solving tasks; and (c) structured input tasks without explicit information. Treatment group performance…
Descriptors: Control Groups, Listening Comprehension Tests, English (Second Language), Second Language Instruction
Mackey, Alison – Applied Linguistics, 2006
Second language acquisition researchers have claimed that feedback provided during conversational interaction facilitates second language (L2) acquisition. A number of experimental studies have supported this claim, connecting interactional feedback with L2 development. Researchers have suggested that interactional feedback is associated with L2…
Descriptors: Second Language Learning, Feedback, English (Second Language), Second Language Instruction
Peer reviewedEllis, Rod – Applied Linguistics, 1995
Studied the relationship between modified oral input and the acquisition of word meanings by Japanese high school students. Results include a strong relationship between comprehension and word meaning acquisition was only evident in a test replicating learning format; and rate of word acquisition was faster with the premodified input. (54…
Descriptors: Comparative Analysis, Correlation, English (Second Language), High School Students
