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Direct linkPeters, Elke – International Review of Applied Linguistics in Language Teaching (IRAL), 2012
This study examines the effect of two vocabulary instruction treatments on word retention by 56 EFL learners. In particular, it focuses on the differential effects of a message-oriented treatment (reading text and answering comprehension questions) and a vocabulary-oriented treatment (reading text and performing two vocabulary tasks) on learners'…
Descriptors: Second Language Instruction, Teaching Methods, Vocabulary, Vocabulary Development
Fujii, Akiko; Mackey, Alison – International Review of Applied Linguistics in Language Teaching (IRAL), 2009
This research explores learner-learner interactions (n = 18) in an authentic EFL classroom. First, we examined the nature of interactional feedback provided during two decision-making tasks. We then investigated whether the learners had made use of the feedback by looking at whether (and if so, how) they had modified their output immediately after…
Descriptors: Instructional Design, English (Second Language), Second Language Instruction, Second Language Learning
Matsumura, Masanori – International Review of Applied Linguistics in Language Teaching (IRAL), 2007
One of the major findings in previous research on reflexive coreference in a second language is that learners of English violate the locality requirement of the reflexive form "x-self" more readily when it appears in the subordinate infinitival clause than when included in the subordinate tensed clause (a phenomenon called the…
Descriptors: Phrase Structure, Semantics, Second Languages, English (Second Language)
