In this study, 96 world language teachers in the state of Georgia completed a survey regarding their delivery of instruction in the target language. While ACTFL (2010, 2021) recommends using the target language 90% or more of the time to deliver instruction, only 20% of the world language instructors who were surveyed reported doing so. According…

Among the various challenges that adult and other late language learners face on their journey to achieving nativelike proficiency, chunking has been identified as one of the most difficult tasks to master. Language users are able to derive and utilize chunks during language processing -- both in the first (L1) and the second language (L2) -- yet…

Form-Focused Instruction (FFI) has been extensively studied, yet past experimental results are often inconsistent or even contradictory. Overly simplistic examinations of grammatical complexity and learner characteristics (e.g., L2 English proficiency) may have fueled the confusion, limiting understanding of how different FFI techniques can be…

The article reviews Digital Language Learning (DLL) research that has used principles and concepts of Sociocultural Theory (SCT) to support the research. We explain several key principles of the theory and shows how they have been misused or used in a superficial way in the DLL research. These include the assumption that SCT is a social rather…

Continuation Task, which closely links language inputs and outputs, is considered to be an effective method in foreign language learning. This paper is an empirical research that investigates the effects of interaction and alignment of Continuation Task in Chinese as a Second Language (CSL) writing. The participants are a total of 30 Cambodian…

Usage-based theories hold that mental representation of language is shaped by a lifetime of usage. Both input to which first language (L1) and second language (L2) users are exposed and their own language production affect their construction learning and entrenchment. The present study investigates L2 users' knowledge of two…

This study examined the significance of the mode of delivery--aural versus written--in second language (L2) vocabulary knowledge and L2 comprehension skills. One of the unique aspects of listening comprehension that sets it apart from reading comprehension is the mode of delivery--language input is delivered not visually but aurally. Somewhat…

We use a novel paradigm to examine the effect of language exposure and variable input on the acquisition of words in primary school--aged children. Children growing up with different languages and foreign or regional accents in their input might benefit from their experience with variability when learning new words from peers with unfamiliar…

In contexts of first language (L1) acquisition, prediction and adaptation are often viewed as fundamental to the learning process (Rabagliati et al., 2016). One mechanism that has been proposed to specifically account for such adaptive behavior is error-based implicit learning (e.g., Chang et al., 2006). According to this account, speakers…

This study is a replication and extension of Morgan-Short et al.'s (2018) investigation into the role of attention in input processing by L1-Polish learners of L2-Spanish, with proficiency and language of assessment explored as two key methodological factors. Our aims were twofold: to investigate learners' comprehension in different conditions…

This research investigated the impact of processing instruction (PI) on the acquisition of the English third-person singular present tense by Chinese English-as-a-foreign-language (EFL) learners and whether this effect would extend to the acquisition of other language components. This study featured the pretest-immediate-posttest design and…

According to rational adaptation approaches of language processing, readers adjust their expectations of upcoming information depending on the distributional properties of the preceding language input. However, adaptation to sentence structures has not been systematically attested, especially not in second-language (L2) processing. To further our…

Research on second language (L2) pronoun use in null-argument languages has traditionally focused on whether or not a speaker's first language (L1) also allows null pronouns. However, recent studies have pointed out that it is equally important to consider the specific linguistic properties of overt pronouns in the L1 and L2, which may differ even…

Listening is often perceived to be the most challenging skill by second/foreign language (L2) learners. Due to its real-time nature, L2 listeners experience several comprehension problems related to the processing of aural input. To scaffold L2 listening, captioning is commonly used since the dual coding of aural and written stimuli is expected to…

This study shed light on the effects of four modes of vocabulary instruction, i.e., extended audio glossing, lexical inferencing, lexical translation, and frequency manipulation of input on the learning of lexical collocations by Iranian intermediate EFL learners. In so doing, 80 L1 Persian EFL students were divided into four 20-participant…