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Spit, Sybren; Andringa, Sible; Rispens, Judith; Aboh, Enoch O. – Language Learning and Development, 2022
Research consistently shows that adults engaged in tutored acquisition benefit from explicit instruction in several linguistic domains. For preschool children, it is often assumed that such explicit instruction does not make a difference. In the present study, we investigated whether explicit instruction affected young learners in acquiring a…
Descriptors: Teaching Methods, Kindergarten, Eye Movements, Pictorial Stimuli
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Showalter, Catherine E. – Studies in Second Language Acquisition, 2020
We investigated how grapheme familiarity and grapheme-phoneme correspondence (GPC) congruence affect adult learners' ability to make use of orthographic input (OI) during phono-lexical acquisition. Native English speakers, with no Russian experience (naïve) or learners of Russian, heard auditory forms, saw pictured meanings, and saw written input…
Descriptors: Russian, Graphemes, Familiarity, Phoneme Grapheme Correspondence
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Shabani, Gholamhossein; Rahimy, Ramin – Journal of Psycholinguistic Research, 2020
It is broadly acknowledged that collocation is a crucial aspect of lexical knowledge. A well-developed collocational knowledge is necessary to transfer receptive word knowledge into productive use. The aim of the present study was to investigate comparatively the effect of two glossing conditions (textual and audio) and skewed input on lexical…
Descriptors: Phrase Structure, Audio Equipment, Comparative Analysis, Native Language
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Dai, David Wei; Roever, Carsten – Language Assessment Quarterly, 2019
Because English is widely used as a lingua franca, language testers have started to consider the introduction of non-native accents into English listening tests. This study investigates how accents influence test-takers' performance, and also elicits test-takers' subjective perception of accents. Eighty adolescent L1-Mandarin test takers were…
Descriptors: Language Variation, English (Second Language), Native Language, Mandarin Chinese
Okyar, Hatice; Yangin Eksi, Gonca – Online Submission, 2017
This study compared the effectiveness of negative evidence and enriched input on learning the verb-noun collocations. There were 52 English as Foreign Language (EFL) learners in this research study and they were randomly assigned to the negative evidence or enriched input groups. While the negative evidence group (n = 27) was provided with…
Descriptors: Phrase Structure, Nouns, Verbs, Linguistic Input
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Crossley, Scott; Kyle, Kristopher; Salsbury, Thomas – Modern Language Journal, 2016
This study investigates relations between second language (L2) lexical input and output in terms of word information properties (i.e., lexical salience; Ellis, 2006a). The data for this study come from a longitudinal corpus of naturalistic spoken data between L2 learners and first language (L1) interlocutors collected over a year's time. The…
Descriptors: Language Usage, Language Research, Second Language Learning, Computational Linguistics