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Bear, Donald R.; von Gillern, Sam; Xu, Wei – TESOL International Journal, 2018
This study investigates the English spelling of students in grades 2 through 8 in Mainland China. A review of spelling and cross-linguistic research in spelling is presented. The orthographic development of 273 students was assessed "with validated spelling inventories" (Sterbinsky, 2007) to sample developmental features across three…
Descriptors: Spelling, English (Second Language), Second Language Instruction, Literacy Education
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Agustín-Llach, Mª Pilar – TESOL International Journal, 2017
This paper offers a theoretical approach to vocabulary instruction from the evidence provided by lexical errors as the main sources of difficulty in the EFL acquisition process, it reviews previous research and from it suggests new ways of dealing with lexical errors in the classroom. Some practical implications are concluded which rely on lexical…
Descriptors: Vocabulary Development, Reading Instruction, Error Patterns, Error Analysis (Language)
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Alghammas, Abdurrazzag – TESOL International Journal, 2020
In group writing, a group works together to compose a well-written text. Web 2.0 has bolstered web-based group writing among linguistic scholars and language teachers. This research examined the impact of web-based group writing on intermediate-level sophomore students majoring in English in colleges in Saudi Arabia. It considered the students'…
Descriptors: Grammar, Accuracy, Web Based Instruction, Teaching Methods
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Dodigovic, Marina; Ma, Chengchen; Jing, Song – TESOL International Journal, 2017
This study aims to further the understanding of first language (L1) lexical transfer within the context of L1 Chinese learners of English. Previous transfer research has often focused on a small subset of grammar errors, without examining how lexical choices, especially in collocations and multi-word units (MWU), might have been influenced by L1…
Descriptors: Transfer of Training, Chinese, Native Language, English (Second Language)
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Mthethwa, Patrick – TESOL International Journal, 2016
This study reports evidence of cross-linguistic influence (CLI) that surfaced from English compositions of SiSwati learners of English in Swaziland, where English is a second language. Although CLI has been studied widely in other languages, it has not been studied in SiSwati and English, and its implications for instruction are not known.…
Descriptors: Contrastive Linguistics, Second Language Learning, Native Language, Transfer of Training