Understanding the concept of Arabic syntax is a learning problem faced by the students. For that reason, this study aims to improve students' understanding of Arabic syntax. This study employed action research design by presenting six critical-reflective steps in efforts to improve students' understanding of Arabic syntax at a junior high school…

Increased second language acquisition (SLA) research interest in the effect of planning on subsequent L2 oral production has typically examined the effect of planning on the syntactic complexity, accuracy, lexical complexity, and/or fluency (CALF) of L2 production. However, the results of research in this domain are inconclusive. This study, a…

The present study investigates how L2 learners adapt their production preferences following immediate and cumulative experience with a syntactic structure when an L2 structure differs from an L1 structure in terms of verb subcategorization frame and argument structure. Korean learners of English described causative events in English in a…

This study investigates the evolution of reading comprehension abilities in Indonesian learners of the Chinese Heritage Language (CHL), by comparing their scores on the Chinese Proficiency Test, a test specifically designed for CHL learners. A total of 275 candidates, divided into early adolescent (M[subscript age] = 13.56), late adolescent…

This study aims to explore the specific contributions of derivational, inflectional, and compounding morphological awareness to reading comprehension through decoding and syntactic awareness. A total of 181 Grade 3 and 4 Chinese primary school children learning English as a second language in Hong Kong participated in this study. The results of…

This study investigates the extent to which (a) Spanish heritage (HL) and second language (L2) writers' linguistic complexity differs across register contexts and (b) Spanish proficiency and writing motivational beliefs differentially affect HL and L2 writers' performance. Participants were 58 HL and 54 L2 Spanish learners who completed two…

This study examined word class effects on Yi students' L2 Chinese word associations. 108 stimulus words, consisting of 36 nouns, 36 verbs, and 36 adjectives, were chosen from Corpus of Modern Chinese, with their frequencies and concreteness being strictly controlled. 80 students from grade 4 and 85 students from grade 10 finished the word…

This study investigated the development of syntactic complexity in second language (L2) learner essays, focusing on how key syntactic features evolve as L2 learners practice writing through the use of an automated written corrective feedback (AWCF) tool. Using a corpus of essays written across three writing sessions, five indices of syntactic…

The reported study highlights the importance of an L2 curriculum integrating authentic linguistic and cultural input to promote learners' linguistic, communicative, and cultural competencies. Through content analysis, the researchers evaluated the linguistic and cultural authenticity of the Grades K-6 "Mandarin Matrix Curriculum"…

It remains an open question whether second language (L2) learners can process linguistic properties at the syntax-discourse interface. This study examines this issue in the context of the L2 processing of Korean dative sentences under different information structure requirements. Given that discourse constraints associated with information…

We aimed to tackle the question about the time course of plausibility effect in on-line processing of Chinese nouns in temporarily ambiguous structures, and whether L2ers can immediately use the plausibility information generated from classifier-noun associations in analyzing ambiguous structures. Two eye-tracking experiments were conducted to…

This study investigates the effects of teacher-focused feedback (TF) and automatic writing evaluation (AWE) on global writing performance as well as syntactic complexity, accuracy, lexical diversity, and fluency (CALF) of English as a foreign language (EFL) learners' narrative and argumentative writings. The participants were randomly assigned to…

This study replicates Felser and Roberts (2007), which used a cross-modal picture priming task to examine indirect-object dependency processing in classroom L2 learners. The replication focuses on early L2 learners with extensive naturalistic L2 exposure (n = 22)--an understudied group in the literature--and investigates whether these learners, in…

The meaning of positive polar questions (PPQs) is relatively straightforward, so the truth conditions of PPQs can be decided easily. In contrast, the meaning of negative polar questions (NPQs) may vary, and simple yes-no answers to NPQs have seemingly unpredictable interpretations. For example, a simple yes answer to a PPQ like 'Did you have lunch…

The adjustment of syntactic and phraseological complexity is a key consideration in text adaptation. However, research on this topic in the context of Chinese as a second language (CSL) remains limited. Using 700 CSL reading texts graded following the newly issued Chinese Proficiency Grading Standards for International Chinese Language Education,…