This study explored the effect of two planning conditions [the simultaneous use of rehearsal and careful online planning (ROP), and the careful online planning alone (OP)] on L2 production complexity and accuracy and the subsequent development of these two linguistic areas in the context of text-based synchronous computer-mediated communication.…

This article aims to uncover how L2 writing is affected by alignment, a socio-cognitive process involving dynamic coordination and adaptation. For this, two studies were conducted. Study 1 required two groups of 24 learners of English as a foreign language (EFL) to continue in English two stories with their endings removed, both of which had a…

This study provides an empirically based contribution to the growing body of research using conversation analysis as a methodical tool for analysing functions of action types through interaction in L2 classroom settings. Using data from various L2 classrooms in ESL and EFL contexts, it is argued that the role of repeats differ depending on the…

This article reports a study on metaphor comprehension by the international students whose first language is not English, while attending undergraduate lectures at a British university. Study participants identified words or multiword items that they found difficult in extracts from four academic lectures, and they interpreted metaphors from those…

Within a Dynamic System Theory (DST) approach, it is assumed that language is in a constant flux, but that differences in the degree of variability can give insight into the developmental process. This longitudinal case study focuses on intra-individual variability in accuracy rates and complexity measures in Finnish learner language. The study…

Examination of the ability of 300 German learners of English to state relevant rules and supply appropriate corrections to 12 common English errors indicates that, although rules do seem to help students correct errors, students could frequently supply appropriate corrections without knowing rules, which were sometimes difficult to learn. (41…

Applies markedness theory to the area of error evaluation by native speakers' reactions to non-native speakers errors. The number of errors involving marked and unmarked pairs of forms and structures is tested. Errors reflecting the unmarked-to-marked direction (1st person/3rd person singular, for example) caused greater irritation in native…

Provides various procedural criteria for performing error analysis, and introduces two new dimensions of error, extent and domain, which serve to differentiate errors systematically. (32 references) (Author/CB)

Native speaking learners of English were compared with foreign learners with regard to confusion of "synforms" (similar lexical forms). Synform-induced errors were similar in native speaking learners and foreign learners indicating that all learners, native and foreign, follow coinciding developmental sequences. (24 references)…

Reviews language attrition research as well as analyzes characteristics of acquisition and attrition of first- and second-language skills. The relationship between language and memory is also discussed. Research results are summarized in appendix. (Author/LMO)

The expressions of the English modal auxiliaries "can,""could,""may," and "might" by 75 Panjabi-speaking students were studied. Students who were exposed to English at an earlier age showed better comprehension of verb forms. Modal acquisition by these second-language students mirrored that observed in…

Reports on follow-up analyses of Sasaki's (in press) competition experiment study of Japanese sentence comprehension strategies conducted to investigate the double-object active and transitive causative sentence processing strategies by English-speaking learners of Japanese and how immediate error feedback affects them. The article contrasts…