A growing number of studies have probed the effectiveness of certain exercise formats in the learning of multi-word expressions (MWEs) in classroom settings. However, a number of important variables, such as MWE retention over an extended period of time and the role of repetition, have so far not been considered. Furthermore, studies have focused…

Recent research on the effects of processing instruction (PI) have incorporated online research methods in order to demonstrate that PI has effects on cognitive processing behaviors as well as on accuracy (e.g. Lee & Doherty, 2019a). The present study uses self-paced reading and a moving windows technique to examine the effects of PI on second…

This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The…

The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual…

Previous research investigating the effectiveness of textual enhancement as a tool to draw adult second language (L2) learners' attention to the targeted linguistic form has consistently produced mixed results. This article examines how L2 form recognition and reading comprehension are affected by different types of textual enhancement.…

Proponents of Processing Instruction (VanPatten, 2005) claim that learners benefit most when presented with both referential and affective structured input activities. Following a classic pretest-posttest design, the present study investigates the role of these two types of activities on the learning of the Spanish subjunctive. Groups differed…

Current second language (L2) instruction research has encouraged the use of collaborative output tasks in L2 classrooms. This study examined and compared the effectiveness of two types of output tasks (reconstruction cloze tasks and reconstruction editing tasks) for learning English phrasal verbs. Of interest was whether doing the tasks…

This paper reports an experiment that addresses whether manipulating foreknowledge of output tasks leads to differences in reading behaviour, text comprehension and noticing of language form. Three tasks are used: reading for memorization, reading for retelling and reading for visualization. Reading for memorization and reading for retelling are…

Examines the performance of Hungarian secondary school students on two types of unscripted tasks--an argument task and a narrative task. Focuses on grammatical patterns of learner language, and reports significant differences in the learners' performance. (Author/VWL)