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Lexical Elaboration and Typographical Enhancement: Their Discrete and Combined Impact on Incidental Vocabulary Learning

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Sohbati, Amir Hossein; Boroumand, Mohsen; Esfahlan, Farzaneh Khakzad – Online Submission, 2021

The present study examined two input modification techniques, namely lexical elaboration (LE) and typographical enhancement (TE), and the combination of these two (LE & TE) to seek the difference among them as far as incidental vocabulary learning through reading is concerned. Ninety six Iranian EFL students whose reading proficiency was at…

Descriptors: Vocabulary Development, Incidental Learning, Linguistic Input, Second Language Learning

Using Parental Questionnaires to Investigate the Heritage Language Proficiency of Bilingual Children

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Abbot-Smith, Kirsten; Morawska-Patera, Patrycja; Luniewska, Magdalena; Spruce, Megan; Haman, Ewa – Child Language Teaching and Therapy, 2018

We asked whether parental questionnaires on the heritage language proficiency of bilingual children might elucidate how proficient bilingual children are in their heritage language. We tested 20 UK-based Polish-English bilingual children between 4;5 and 5;9 years on Polish and English versions of the Cross-linguistic Lexical Tasks (CLTs). These…

Descriptors: Questionnaires, Parent Attitudes, Bilingualism, English

Re-Examine the Use of the Student's First Language in the English as a Foreign Language Classrooms: A Cross-Case Analysis from Undergraduate Engineering Students in Bangkok, Thailand

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Vanichakorn, Neelawan – Journal of College Teaching & Learning, 2009

The purpose of this study was to examine how the use of the student's first language (L1) by a non-native English-speaking EFL teacher affects the students' experiences in learning English compared to those in the classrooms where only English is used as a means of teaching. This study also investigates the role of the teacher in providing…

Descriptors: Check Lists, Observation, Focus Groups, Interviews