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Vandenberghe, Bert; Perez, Maribel Montero; Reynvoet, Bert; Desmet, Piet – Studies in Second Language Acquisition, 2021
This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs.…
Descriptors: French, Verbs, Linguistic Input, Intervention
Vu, Duy Van; Peters, Elke – Studies in Second Language Acquisition, 2022
This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group…
Descriptors: Linguistic Input, Phrase Structure, Vocabulary Development, Predictor Variables
Rogers, John; Cheung, Anisa – Studies in Second Language Acquisition, 2021
This study is a conceptual replication of Rogers and Cheung's (2018) investigation into distribution of practice effects on the learning of L2 vocabulary in child EFL classrooms in Hong Kong. Following a pretest, treatment, delayed posttest design, 66 primary school students (Cantonese L1) studied 20 vocabulary items over three training episodes…
Descriptors: Linguistic Input, Second Language Learning, Second Language Instruction, English (Second Language)
Puimège, Eva; Peters, Elke – Studies in Second Language Acquisition, 2020
The present study explores the incidental learning of formulaic sequences (FS) from audio-visual input and factors affecting the learning of FS. A pretest-posttest, within-participant design was adopted. English-as-a-foreign-language learners (L1 = Dutch; n = 42) watched a one-hour English-language documentary without subtitles. Learning gains…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Correlation
McKinnon, Sean – Studies in Second Language Acquisition, 2017
The present study investigates the prosody/pragmatics interface in TBLT by extending the traditional morphological focus-on-form to a focus on intonational forms, with Spanish declaratives and imperatives. Twenty-eight intermediate L2 Spanish learners were assigned to one of two conditions that differed in the type of focus-on-form present during…
Descriptors: Intonation, Suprasegmentals, Pragmatics, Morphology (Languages)
Feng, Yanxue; Webb, Stuart – Studies in Second Language Acquisition, 2019
This study used a pretest-posttest-delayed posttest design at one-week intervals to determine the extent to which written, audio, and audiovisual L2 input contributed to incidental vocabulary learning. Seventy-six university students learning EFL in China were randomly assigned to four groups. Each group was presented with the input from the same…
Descriptors: Vocabulary Development, Prior Learning, Second Language Learning, Second Language Instruction
Godfroid, Aline – Studies in Second Language Acquisition, 2016
This study extends the evidence for implicit second language (L2) learning, which comes largely from (semi-)artificial language research, to German. Upper-intermediate L2 German learners were flooded with spoken exemplars of a difficult morphological structure, namely strong, vowel-changing verbs. Toward the end of exposure, the mandatory vowel…
Descriptors: German, Second Language Learning, Morphology (Languages), Verbs
Cerezo, Luis; Caras, Allison; Leow, Ronald P. – Studies in Second Language Acquisition, 2016
Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction--"deductive" or "inductive," where rules are respectively provided or elicited--proves more effective. Avoiding this…
Descriptors: Instructional Effectiveness, Spanish, Second Language Learning, Second Language Instruction
White, Justin P.; DeMil, Andrew J. – Studies in Second Language Acquisition, 2013
This study compares the effects of processing instruction (PI), structured input (SI), and form-related explicit information (FREI) on a primary target form (i.e., third-person Spanish accusative clitics) and on a secondary form (i.e., third-person Spanish dative clitics). Participants included 151 adult learners enrolled in a beginning-level…
Descriptors: Transfer of Training, Second Language Learning, Role, Grammar
Iwashita, Noriko – Studies in Second Language Acquisition, 2003
This study examines the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the acquisition of two Japanese structures. The data are drawn from 55 L2 learners of Japanese at a beginning level of proficiency in an Australian tertiary…
Descriptors: Second Language Learning, Grammar, Feedback (Response), Japanese
Gass, Susan M.; Torres, Maria Jose Alvarez – Studies in Second Language Acquisition, 2005
This paper investigates the effects of input and interaction as separate entities and in combination. We further investigate these effects as a function of different language areas. One hundred two learners of L2 Spanish were provided with input on (a) Spanish gender agreement (noun + adjective), (b) "estar" + location, and (c) seven vocabulary…
Descriptors: Control Groups, Form Classes (Languages), Vocabulary, Pretests Posttests