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Direct linkGodfroid, Aline; Lin, Chin-Hsi; Ryu, Catherine – Language Learning, 2017
Multimodal approaches have been shown to be effective for many learning tasks. In this study, we compared the effectiveness of five multimodal methods for second language (L2) Mandarin tone perception training: three single-cue methods (number, pitch contour, color) and two dual-cue methods (color and number, color and pitch contour). A total of…
Descriptors: Color, Intonation, Linguistic Input, Pretests Posttests
Révész, Andrea; Sachs, Rebecca; Hama, Mika – Language Learning, 2014
This investigation examined two techniques that may help learners focus on second language (L2) constructions when recasts are provided during meaning-based communicative activities: altering the cognitive complexity of tasks and manipulating the input frequency distributions of target constructions. We first independently assessed the validity of…
Descriptors: Linguistic Input, Adults, English (Second Language), Second Language Learning
Marsden, Emma; Chen, Hsin-Ying – Language Learning, 2011
This study aimed to isolate the effects of the two input activities in Processing Instruction: referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain exemplars of the target form and require learners to process sentence meaning. One hundred and twenty 12-year-old Taiwanese learners…
Descriptors: Pretests Posttests, Children, Form Classes (Languages), Grammar
Peters, Elke; Hulstijn, Jan H.; Sercu, Lies; Lutjeharms, Madeline – Language Learning, 2009
This study investigated three techniques designed to increase the chances that second language (L2) readers look up and learn unfamiliar words during and after reading an L2 text. Participants in the study, 137 college students in Belgium (L1 = Dutch, L2 = German), were randomly assigned to one of four conditions, forming combinations of two…
Descriptors: Second Language Learning, Reading Comprehension, Reading Processes, College Students
Sanz, Cristina; Lin, Hui-Ju; Lado, Beatriz; Bowden, Harriet Wood; Stafford, Catherine A. – Language Learning, 2009
The article summarizes results from two experimental studies on reactivity. In the first experiment, 24 college-age participants received a computerized treatment that delivered a grammar lesson, practice, and feedback on assignment of semantic functions in Latin. Verbalizations did not induce reactivity on accuracy, but they slowed down posttest…
Descriptors: Feedback (Response), Semantics, Computer Assisted Instruction, Second Language Instruction
Marsden, Emma – Language Learning, 2006
The research reported here tests the claim made in the Input Processing approach to second language (L2) acquisition that interpreting the meaning of language form is essential for learning. This claim has been put forward as an underlying part of the pedagogical package known as Processing Instruction (PI) (VanPatten, 1996, 2002a, 2004). Two…
Descriptors: Linguistic Input, Comparative Analysis, Language Processing, Research Reports
