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Direct linkKim, Sun-A; Packard, Jerome; Christianson, Kiel; Anderson, Richard C.; Shin, Jeong-Ah – Reading and Writing: An Interdisciplinary Journal, 2016
This study investigated whether orthographic consistency and individual learner differences including working memory (WM), first language (L1) background, and second language (L2) proficiency affect Chinese L2 learners' literacy acquisition. Seventy American college students in beginning or intermediate Chinese classes participated in a character…
Descriptors: Orthographic Symbols, Individual Differences, Second Language Learning, Chinese
Lado, Beatriz; Bowden, Harriet Wood; Stafford, Catherine; Sanz, Cristina – Hispania, 2017
Experience with a second language (L2) has been shown to facilitate learning of a third or subsequent language (L3) (Sanz 2000). However, little is known about how much L2 experience is needed before benefits for L3 development emerge, or about whether effects depend on type of L3 instruction. We report two experiments investigating initial…
Descriptors: Second Language Learning, Learning Processes, Bilingualism, Educational Experiments
Van de Guchte, Marrit; Braaksma, Martine; Rijlaarsdam, Gert; Bimmel, Peter – Modern Language Journal, 2015
In the present study, we examine the effects of prompts and recasts on the acquisition of two new and different grammar structures in a task-based learning environment. Sixty-four 14-year-old 9th grade students (low intermediate) learning German as a foreign language were randomly assigned to three conditions: two experimental groups (one…
Descriptors: German, Second Language Learning, Grammar, Prompting
