This study adopted Ambridge's research paradigm to examine the effects of entrenchment, preemption, and verb semantics in second language (L2) acquisition of English "un-" prefixation. Three groups of Chinese learners of English (second- and fourth-year English majors and teachers of English) rated the acceptability of 48 "un-"…

Describes a study on the English language use of native speakers of Arabic and Japanese in three task conditions: completing a written grammar test, participating in an oral interview, and narrating a story. Results support the hypothesis that the utterances of second language learners show systematic variability related to task. (SED)

Suggests another perspective in viewing the effect of style on English-as-a-foreign-language learners' errors. Suggests that for consonant clusters, what varies in accordance with style is the learners' choice of syllable simplification strategies rather than error rates. (Author/VWL)

Examined a model in which perceptions of autonomy support and informative feedback from teachers sustain generalized feelings of autonomy and competence in language learning Followed up on an earlier study by examining how integrative orientation relates to intrinsic and extrinsic orientations, which in turn support feelings of intrinsic…

Examines group differences in second-language development from perspectives provided by literature on orality and literacy. Results show that university English-as-a-Second-Language students from traditional oral cultures tended to focus on interpersonal involvement in their speaking and writing, and use difficult structures more than students…

Compares conversational styles of intermediate and advanced learners of English as a Second Language in language proficiency interviews. The article describes differences in amount of talk and rate of speaking, extent of context dependence and ability to construct and sustain narratives, but not in frequency of initiation of new topics nor…