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Pronunciation in Face-to-Face and Audio-Only Synchronous Computer-Mediated Learner Interactions
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Loewen, Shawn; Isbell, Daniel R. – Studies in Second Language Acquisition, 2017
Studies of learner-learner interactions have reported varying degrees of pronunciation-focused discourse, ranging from 1% (Bowles, Toth, & Adams, 2014) to 40% (Bueno-Alastuey, 2013). Including first language (L1) background, modality, and task as variables, this study investigates the role of pronunciation in learner-learner interactions.…
Descriptors: Pronunciation, Computer Mediated Communication, Role, Peer Relationship
Communicative Focus on Form and Second Language Suprasegmental Learning: Teaching Cantonese Learners to Perceive Mandarin Tones
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Saito, Kazuya; Wu, Xianghua – Studies in Second Language Acquisition, 2014
The current study examined how form-focused instruction (FFI) with and without corrective feedback (CF) as output enhancement facilitated second language (L2) perception of Mandarin tones at both the phonetic and phonological levels by 41 Cantonese learners of Mandarin. Two experimental groups, FFI only and FFI-CF, received a 90-min FFI treatment…
Descriptors: Mandarin Chinese, Sino Tibetan Languages, Native Language, Second Language Learning
The Role of Lexical Temporal Indicators and Text Interaction Format in the Incidental Acquisition of the Spanish Future Tense
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Rossomondo, Amy E. – Studies in Second Language Acquisition, 2007
The present study utilizes traditional silent reading and a think-aloud procedure to investigate the role of lexical cues to meaning in the incidental acquisition of the Spanish future tense. A total of 161 beginning-level university students of Spanish participated in the study. Two versions of a reading passage that contained 13 target items…
Descriptors: Reading Comprehension, Cues, Silent Reading, Grammar
Modality and Intake in Second Language Acquisition.
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Leow, Ronald P. – Studies in Second Language Acquisition, 1995
Replicates R. P. Leow's 1993 study on the effects of simplification, type of linguistic item, and second/foreign language experience on learners' intake of linguistic items contained in written output. Results on the type of linguistic item underscore the need for research to consider seriously the role of modality while addressing cognitive…
Descriptors: Cognitive Processes, College Students, Language Research, Linguistic Input