Usage-based theory has proposed that learning of linguistic constructions is facilitated by input that contains few high-frequency exemplars, in what is known as a skewed (or Zipfian) input distribution. Early empirical work provided support to this idea, but subsequent L2 research has provided mixed findings. However, previous approaches have not…

This research investigates the enhancement of English public speaking skills among Thai EFL (English as a Foreign Language) students through imitating TED Talks videos. By applying Vygotsky's Zone of Proximal Development (ZPD) and Krashen's Input Hypothesis, the study integrates authentic materials for effective learning. A mixed methods approach,…

This research paper presents a quasi-experimental empirical study investigating the effects of structured input and structured output tasks on the acquisition of English causative forms. This research is framed on VanPatten's (1996) input processing theory. The grammatical form chosen for this investigation is affected by a processing strategy…

The study investigates to what extent English as a second language (ESL) learners develop explicit and automatised explicit knowledge of two target-forms (third person singular 's' and future conditional if-clause) after input and output based instruction and whether learning effects differ depending on the target forms. The study follows a…

The need for integrating collocations into English language syllabuses in order to enhance EFL/ESL learners' language accuracy and fluency has been emphasized by a great number of researchers and scholars. Given this, finding viable collocation teaching methods has become the focal center of some specialists' interest. This has led into the…

In this paper, a review of the role of input, output and instruction in second language acquisition is provided. Several pedagogical interventions in grammar instruction (e.g., processing instruction, input enhancement, structured output and collaborative output tasks) are presented and their effectiveness reviewed. A final and overall evaluation…

With effective learning as its core principle, Production-oriented Approach (POA) was developed to address the problems of English classroom instruction in China, such as text-centeredness, the separation of learning and using and "dumb English". This study applied POA to college English classroom instruction in order to examine its…

This article describes how a course based on the concept of English for specific academic purposes (ESAP) was transformed into content and language integrated learning (CLIL) at a trilingual university where English serves as a lingua franca and medium of instruction, due to the application of a task-based communicative approach. The article…

This paper attempts to review second language acquisition theory and some of the methods practiced in language classes. The review substantiates that comprehensible input as the crucial determining factor for language acquisition and consciously learned linguistic knowledge can be used only to edit the output of the acquired language sometimes…

Reviews current practices in foreign-language teaching in light of Bourdieu's theories of language and power to show how failing to assess discursive intent prevents students from understanding strategic use of language. Bordieu's model is then proposed as the basis for pedagogy that authorizes students to use their existing cognitive skills in…