This study investigated the effects of input and output on the development of L2 knowledge. Participants included 129 third-semester Persian learners of English enrolled in 5 intact EFL classrooms functioning as four experimental groups and one control group. Two experimental groups received two types of input-based instruction, which differed…

This paper seeks to provide insights into the local context of ICLHE (Integrating Content and Language in Higher Education) in Italy. Its principal aim is descriptive although it also discusses theoretical models since it seeks to establish the extent to which Focus on Form (FonF) is present in ICLHE lectures. By means of observations, recordings…

Research on interactional feedback has typically focused on feedback learners receive from native speakers (i.e., NS-learner contexts). However, for many second language (L2) learners, the majority of their opportunities to engage in interaction occur with other learners (i.e., learner-learner contexts). The literature has suggested that feedback…

Because of less exposure to either language, bilingual children's language acquisition can be delayed relative to monolingual children in domains related to input frequency. This study predicted that the acquisition of gender agreement with adjectives in French would be delayed in bilingual children on a picture description task. The results…

We investigate how Tamil- and Dutch-speaking adults and four- to five-year-old children use caused posture verbs ("lay/stand a bottle on a table") to label placement events in which objects are oriented vertically or horizontally. Tamil caused posture verbs consist of morphemes that individually label the causal and result subevents ("nikka…

It is widely recognized that the processor has a key role to play in creating and strengthening the mapping between form and meaning that is integral to language use. Adopting an emergentist approach to heritage language acquisition, the current study considers the extent to which the operation of the processor can contribute to an account of what…

This edited volume brings together large-scale research as well as case studies from a range of geographical contexts and represents a variety of educational settings involving second language learners and users. Its aim is to explore the interrelated issues of psychology and technology use in second language learning settings as well as in more…

The study aimed to investigate whether or not negotiation of meaning is effective in L2 vocabulary acquisition of Chinese learners of English in the classroom setting. In the study there were two experimental groups (pre-modified input and negotiation of meaning) and two control groups (pre-modified input). The four groups were required to do a…

This study presents an efficient approach to personalized mispronunciation detection of Taiwanese-accented English. The main goal of this study was to detect frequently occurring mispronunciation patterns of Taiwanese-accented English instead of scoring English pronunciations directly. The proposed approach quickly identifies personalized…

This paper looked at students' perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky's theory of…

The importance of input factors for bilingual children's vocabulary development was investigated. Forty-seven Argentine, 42 South Korean, 51 European American, 29 Latino immigrant, 26 Japanese immigrant, and 35 Korean immigrant mothers completed checklists of their 20-month-old children's productive vocabularies. Bilingual children's vocabulary…

As an area of classroom research, Interaction Analysis developed from the need and desire to investigate the process of classroom teaching and learning in terms of action-reaction between individuals and their socio-cultural context (Biddle, 1967). However, sole reliance on quantitative techniques could be problematic, since they conceal more than…

This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our…

Sentence position and word length have been claimed to contribute to the perceptual salience of words. The perceptual salience of words in turn is said to predict L2 developmental sequences. Data for such claims come from sentence repetition tasks that required perceptual re-encoding of input and that did not control for focal accent. We used a…

It is common practice in the classes that teachers focus on the outcome of listening rather than the listening process itself. Based on the interventionist view of language teaching, one of the ways proposed for teaching listening is to break it into smaller micro-skills and give learners awareness about them. But before giving awareness, it is…