Poor implicit learning was suggested to be associated with poor orthographic knowledge. The current study examined the differences between twenty typical (age 8.68 ±0.15), and twenty poor readers (age 8.45 ±0.22) in implicit learning of novel graphemes. In the first stage, each participant was passively displayed with 80 pairs of real and…

We investigated how and when French children in Grades 1-5 acquire orthographic representations for silent letters and double consonants. Linear mixed-effects modeling analyses on the spelling accuracy scores obtained for 2,519 French words were used to test our predictions. As predicted, the presence of a silent letter or double consonant had a…

In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: "inclusion" instructions require generating the transitions that form the learned sequence;…

Self-generated information is better recognized and recalled than read information. This so-called generation effect has been replicated several times for different types of stimulus material, different generation tasks, and retention intervals. The present study investigated the impact of individual differences in learners' disposition to engage…

Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their…

Recent years have witnessed a strong and increasing interest in the incidental learning of second language grammar. While much of this research has focused on the acquisition of second language word order or noun-determiner systems, relatively fewer studies have examined the learning of second language morphology. Results of studies that have…

The current study longitudinally examined the influence of aptitude on second language (L2) pronunciation development when 40 first-year Japanese university students engaged in practice activities inside and outside English-as-a-Foreign-Language classrooms over one academic year. Spontaneous speech samples were elicited at the beginning, middle,…

This study investigates the role of morphological awareness in the incidental learning of Mandarin Chinese characters among Chinese as second language (CSL) learners. Participants of the study were 20 college-level international students, uniformly Thai in language background, enrolled to study CSL at Southwest University, Chongqing, China. The…

Focus on form instruction is a kind of instruction that draws students, attention to linguistic elements as they arise incidentally in meaning based instruction. There are different types of focus on form instruction. The present study was designed to investigate the effect of incidental focus on form on grammatical accuracy among Iranian L2…