Learning to use prepositions in English as a second language (L2) has been widely acknowledged to pose significant difficulties to learners, especially within metaphorical contexts. Difficulties relate to the complex distributional patterns of prepositions in discourse, namely, the variety of collocations requiring their use, as well as…

A large number of empirical studies have demonstrated the impact of lexical chunks on foreign language learning. However, reliable and efficient use of the lexical approach remains a problem. In this paper, a revised chunk teaching approach, based on Data-Driven Learning (DDL) activities and language awareness theory, is proposed and tested.…

Evidence from the contemporary translation services market and many centuries of translation practice demonstrate that translation into a non-native language (L2 translation) can be performed effectively, despite the once-strong resistance to it on the grounds of it being perceived as unprofessional and inherently deficient. L2 translation is in…

The three types of stresses namely "word stress," "compound stress" and "phrasal stress" are the key elements to determine the exact means of conveying a specific intent in an utterance. Therefore during perception and production of such meaning-carrying codes, being able to use the right stress pattern is vitally…

The present study was focused on acquisition of Chinese relative clauses (RCs) by second language (L2) learners and whether this acquisition was influenced by RC linguistic features, learners' Chinese proficiency levels, and their first language (L1). Data were gathered via a Chinese reading comprehension test, a grammaticality judgment task, a…

Conceptual Metaphor (CM; e.g., Lakoff & Johnson, 1980, 1999; Kovecses, 2020) is central to our thinking and ubiquitously manifested in our language. Given its importance, the teaching of conceptual metaphors has gained much attention in Cognitive Linguistics and Applied Linguistics. While most empirical studies have focused on specific aspects…

This study evaluates the development of L2 collocational competence in texts written by learners of differing proficiency levels, compared to native speaker collocation patterns from a reference corpus. We address: (1) whether learners develop their collocation competence as their proficiency grows; and (2) How is this development mediated by…

This dissertation investigates how English-speaking second language (L2) learners of Mandarin perceive, process and learn Mandarin lexical tones. While most languages use modulations in pitch (intonation) to convey meanings at the phrasal and sentential levels, a number of languages, including Mandarin, also use suprasegmental features such as…

In this exploratory study, we adopt corpus linguistic methods to quantify, contextualize and investigate race in translingual scholarship in US writing and rhetoric studies over the past decade. Results indicate that while race is mentioned minimally in the corpus, in instances where it is mentioned many scholars pay attention to…

In the realm of AI-driven education, it is pivotal to evaluate the viability of ChatGPT as a substitute for human teachers in English classrooms. This study aims to explore learners' behaviors, perceptions, and attitudes to ChatGPT usage in English language learning. Participants were 120 I.T. students in Vietnam -- the Korea University of…

Linguistic complexity serves as an important measure of second language (L2) writing development. Complexity indices, however, rarely feature in the studies of learner languages other than English. Additionally, L2 writing studies have been criticized for the lack of consistency in defining proficiency. The current study addresses these gaps by…

Choosing the right word to express meaning can be a challenge for English language learners (ELLs) in both English as second language and English as a foreign language settings, persisting through all proficiency levels in productive language use for several reasons. In order to make correct word choices, ELLs must master the various aspects of a…

The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or "Googleology"), in order to improve their language skills. To this aim,…

The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG…

Incorporating counterarguments can be challenging for many student-writers, including those for whom English is a second or other language. In this study, we present findings that may lead to improvements in students' understanding of the benefits of integrating counterarguments. In our study, expert readers were presented with excerpts of student…