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Peer reviewed
Direct linkMatsumoto, Yumi; Dobs, Abby Mueller – Language Learning, 2017
This study investigated the functions of gesture in teaching and learning grammar in the context of second language (L2) classroom interactions. The data consisted of video-recorded interactions from a beginner- and an advanced-level grammar classroom in an intensive English program at a U.S. university. The sequences of talk-in-interaction…
Descriptors: English Language Learners, Second Language Instruction, Grammar, Nonverbal Communication
Li, Shuai – Language Learning, 2012
This study examined the effects of input-based practice on developing accurate and speedy requests in second-language Chinese. Thirty learners from intermediate-level Chinese classes were assigned to an intensive training group (IT), a regular training group (RT), and a control group. The IT and the RT groups practiced using four Chinese…
Descriptors: Control Groups, Pragmatics, Reading Difficulties, Linguistic Input
Kim, YouJin – Language Learning, 2008
Hulstijn and Laufer (2001) proposed a motivational-cognitive construct of task-induced involvement to account for variation in effectiveness among different vocabulary learning tasks. Building upon their original research, this study consisted of two experiments investigating the involvement load hypothesis in vocabulary learning. Experiment 1…
Descriptors: Undergraduate Students, Second Language Learning, Second Language Instruction, Vocabulary Development
