This study investigated how repeating a video-lecture-based task affects second language (L2) learners' processing and incidental acquisition of technical vocabulary as well as the relationship between processing and lexical gains. The participants were 75 Chinese learners of L2 English. Thirty participants performed the task once (control group),…

The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic…

Tasks and interactional feedback have received much attention in instructed second language acquisition research in recent years. However, little research exists that has investigated feedback and task factors together during naturally occurring teacher-student interaction in classroom settings. To bridge this gap, the current study explored the…