Past studies have shown that first language and second language (L2) listeners can adapt to unfamiliar L2 pronunciation. However, little is known about the process of adaptation, especially by L2 listeners. The present study examined the degree to which L2 listeners' adaptation process is influenced by speaker intelligibility and input…

Ten beginning- and intermediate-level French textbooks were examined to determine which factors most influence authors' selection of vocabulary to be learned explicitly. Word frequency, imageability, concreteness, and use of lexical sets were examined, as these factors were shown in previous research to either facilitate or inhibit lexical…

Research shows that bilingual learners move naturally between their languages to learn; however, this practice is not welcomed in many second/foreign language classrooms given the belief that first language (L1) use negatively affects second language (L2) development, despite much empirical evidence to the contrary. Moreover, translanguaging…

The emergence of generative artificial intelligence (GenAI) chatbots has created opportunities and challenges for higher education. Extant scholarship has explored GenAI's capabilities and topics involving teachers' and students' perceptions of these tools. However, there is limited research exploring (1) whether second language (L2) learners…

Although the distinction between explicit and implicit (automatized) knowledge of second or foreign language (L2) is of crucial importance to second language acquisition (SLA) theory and research, it has thus far not been directly applied to L2 pronunciation. The paper attempts to fill this gap by making an initial attempt to illustrate the…

Some learners of Chinese as a foreign language (CFL) face difficulties learning Chinese characters (hanzi), particularly if they are from alphabetic language backgrounds such as English. Many CFL students need to develop the ability to self-regulate their learning to cope with the learning of hundreds of characters in the beginner and intermediate…

This study aimed to further understanding of immersion language development by examining in-class freewriting, classroom-assessed reading, and year-end STAMP 4Se proficiency levels in 4th-grade Chinese immersion over an academic year. Specifically, we aimed to understand (1) how learners express themselves in freewriting, (2) growth in freewriting…

This article examines enrollments in languages other than English in United States higher education from the perspective of geographical distribution. While the overall decline in language enrollments is well known, enrollments are also very unequal across states when accounting for population. By cross-referencing MLA language enrollment data…

Among the wide applications of digital tools in second language (L2) pragmatics, the utilization of self-access websites as a medium for instructional delivery has promising potential. To further investigate the learning benefits of website-delivered instruction, this study reported on the design, implementation, and effectiveness of an…

Research on L2 acquisition of the Spanish perfective and imperfective past has suggested that order-of-instruction (preterite before imperfect) may significantly contribute to learners' difficulty with mastering the imperfect. We sought to empirically test the effect of order-of-instruction by implementing a program-wide intervention in a beginner…

This study compares learner perceptions in a synchronous online versus face-to-face (F2F) learning context about four principles of communicative language teaching (CLT): promoting collaborative learning, using comprehensible input, considering affective factors, and providing corrective feedback. Data were obtained via online surveys from…

This exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)-second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL-L2 secondary Spanish classrooms at a suburban…

This study examines the usefulness of a Process Drama approach for supporting the development of linguistic and communication skills of preservice teachers learning French as a world language in an Early Childhood Education licensure program. Process Drama is an interactive approach to teaching language in which the teacher and students carry out…

Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher-learner co-constructive feedback sessions (Adair-Hauck & Troyan, 2013). The present study examines…

There is compelling empirical evidence suggesting that more authentic learning tasks improve second language learners' motivation and learning (Long, 1996; Van Lier, 2014). However, most research on this topic has focused on Germanic and Romance L2 languages, primarily in the context of speaking skills. Little is known about the effect of task…