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Willingness to Communicate, Speaking Self-Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production
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Paul Leeming; Joseph P. Vitta; Phil Hiver; Dillon Hicks; Stuart McLean; Christopher Nicklin – Language Learning, 2024
This study investigated how students' self-reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task-based language teaching (TBLT),…
Descriptors: Self Efficacy, English (Second Language), Second Language Learning, Second Language Instruction
Frequency of Exposure Influences Accentedness and Comprehensibility in Learners' Pronunciation of Second Language Words
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Uchihara, Takumi; Webb, Stuart; Saito, Kazuya; Trofimovich, Pavel – Language Learning, 2023
The current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A…
Descriptors: Pronunciation, Intelligibility, Second Language Learning, Second Language Instruction
The Acquisitional Value of Recasts in Instructed Second Language Speech Learning: Teaching the Perception and Production of English /?/ to Adult Japanese Learners
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Saito, Kazuya – Language Learning, 2013
The current study investigated the impact of recasts together with form-focused instruction (FFI) on the development of second language speech perception and production of English /?/ by Japanese learners. Forty-five learners were randomly assigned to three groups--FFI recasts, FFI only, and Control--and exposed to four hours of communicatively…
Descriptors: Second Language Learning, Experimental Groups, Pronunciation, Auditory Perception
Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings.
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Ellis, Rod; And Others – Language Learning, 1994
Two studies investigated the effects of modified interaction on comprehension and vocabulary acquisition among Japanese high school students learning English as a Second Language. The studies found that interactionally modified input resulted in better comprehension and the acquisition of more new words than premodified input. (MDM)
Descriptors: Classroom Communication, English (Second Language), Foreign Countries, High School Students