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Does It Matter When You Review? Input Spacing, Ecological Validity, and the Learning of L2 Vocabulary
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Rogers, John; Cheung, Anisa – Studies in Second Language Acquisition, 2021
This study is a conceptual replication of Rogers and Cheung's (2018) investigation into distribution of practice effects on the learning of L2 vocabulary in child EFL classrooms in Hong Kong. Following a pretest, treatment, delayed posttest design, 66 primary school students (Cantonese L1) studied 20 vocabulary items over three training episodes…
Descriptors: Linguistic Input, Second Language Learning, Second Language Instruction, English (Second Language)
Input Spacing and the Learning of L2 Vocabulary in a Classroom Context
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Rogers, John; Cheung, Anisa – Language Teaching Research, 2020
This study examined the optimal learning schedule for second language vocabulary within an authentic classroom setting in Hong Kong. Following a pretest, treatment, delayed posttest design, fifty-two primary school students (Cantonese first language) studied 20 English adjectives over two learning episodes under spaced-short (1-day interval) or…
Descriptors: Linguistic Input, Second Language Learning, Second Language Instruction, Teaching Methods
Contextual Factors in Second Language Learning in a Short-Term Study Abroad Programme in Australia
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Conroy, Mark Andrew – Language Learning Journal, 2018
This study explored the experiences and language gains of Chinese-background English language learners living in homestays during a short-term study abroad (SA) programme in Australia. Forty-one learners took part in listening dictation pre- and post-tests to assess their acquisition of idiomatic phrasal verbs, and also completed weekly journals…
Descriptors: Chinese, Verbs, Phrase Structure, Diaries
The Effects of Social and Experiential Factors on the Interactions between the Phonetic Systems of Diglossic Bilinguals
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Law, Wai Ling – ProQuest LLC, 2017
In diglossic contexts, when speakers typically use two different languages on a regular basis, bilingual speakers display a wide array of attitudes towards each of their languages and associated cultures (Galindo, 1995) and such variability in attitudes can affect their linguistic behaviors (Lambert, Hodgson, Gardner & Fillenbaum, 1960).…
Descriptors: Bilingualism, Phonetics, Dialects, Language Attitudes
Bidirectional Cross-Linguistic Influence in Cantonese-English Bilingual Children: The Case of Right-Dislocation
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Ge, Haoyan; Matthews, Stephen; Cheung, Lawrence Yam-leung; Yip, Virginia – First Language, 2017
This corpus-based study demonstrates a case of bidirectional cross-linguistic influence in the acquisition of right-dislocation by Cantonese-English bilingual children and interprets the results in relation to Hulk and Müller's hypothesis for cross-linguistic influence. Longitudinal data reveal qualitative and quantitative differences between…
Descriptors: Bilingualism, Language Acquisition, Sino Tibetan Languages, Transfer of Training
How Socioeconomic Status, Executive Functioning and Verbal Interactions Contribute to Early Academic Achievement in Chinese Children
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Chung, Kevin K. H.; Liu, Hongyun; McBride, Catherine; Wong, Anita M. -Y.; Lo, Jason C. M. – Educational Psychology, 2017
The present study investigated the relative importance of executive functioning, parent-child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning,…
Descriptors: Socioeconomic Status, Academic Achievement, Executive Function, Path Analysis