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Direct linkSolon, Megan; Long, Avizia Y.; Gurzynski-Weiss, Laura – Studies in Second Language Acquisition, 2017
This study tests the theoretical predictions regarding effects of increasing task complexity (Robinson, 2001a, 2001b, 2007, 2010; Robinson & Gilabert, 2007) for second language (L2) pronunciation. Specifically, we examine whether more complex tasks (a) lead to greater incidence of pronunciation-focused language-related episodes (LREs) and (b)…
Descriptors: Second Language Learning, Statistical Analysis, Pronunciation, Phonetics
Loewen, Shawn; Isbell, Daniel R. – Studies in Second Language Acquisition, 2017
Studies of learner-learner interactions have reported varying degrees of pronunciation-focused discourse, ranging from 1% (Bowles, Toth, & Adams, 2014) to 40% (Bueno-Alastuey, 2013). Including first language (L1) background, modality, and task as variables, this study investigates the role of pronunciation in learner-learner interactions.…
Descriptors: Pronunciation, Computer Mediated Communication, Role, Peer Relationship
Saito, Kazuya; Wu, Xianghua – Studies in Second Language Acquisition, 2014
The current study examined how form-focused instruction (FFI) with and without corrective feedback (CF) as output enhancement facilitated second language (L2) perception of Mandarin tones at both the phonetic and phonological levels by 41 Cantonese learners of Mandarin. Two experimental groups, FFI only and FFI-CF, received a 90-min FFI treatment…
Descriptors: Mandarin Chinese, Sino Tibetan Languages, Native Language, Second Language Learning
Rah, Anne; Adone, Dany – Studies in Second Language Acquisition, 2010
This article presents new evidence from offline and online processing of garden-path sentences that are ambiguous between reduced relative clause resolution and main verb resolution. The participants of this study are intermediate and advanced German learners of English who have learned the language in a nonimmersed context. The results show that…
Descriptors: Control Groups, Sentences, Verbs, Figurative Language
Rossomondo, Amy E. – Studies in Second Language Acquisition, 2007
The present study utilizes traditional silent reading and a think-aloud procedure to investigate the role of lexical cues to meaning in the incidental acquisition of the Spanish future tense. A total of 161 beginning-level university students of Spanish participated in the study. Two versions of a reading passage that contained 13 target items…
Descriptors: Reading Comprehension, Cues, Silent Reading, Grammar
Peer reviewedGeeslin, Kimberly L. – Studies in Second Language Acquisition, 2002
Argues that crossing the boundaries between sociolinguistics and second language acquisition (SLA) is essential to both fields of study. Specifically, data collected in an investigation of the SLA of copula choice by 77 English-speaking learners of Spanish are examined in terms of similarities to data collected in studies of language change.…
Descriptors: High School Students, Interviews, Language Research, Questionnaires
Ellis, Rod; Loewen, Shawn; Erlam, Rosemary – Studies in Second Language Acquisition, 2006
This article reviews previous studies of the effects of implicit and explicit corrective feedback on SLA, pointing out a number of methodological problems. It then reports on a new study of the effects of these two types of corrective feedback on the acquisition of past tense -ed. In an experimental design (two experimental groups and a control…
Descriptors: Feedback (Response), Error Correction, Experimental Groups, Control Groups
