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Instructed second language acquisition最新文献

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L1 use in pre-task planning by child EFL learners 儿童英语学习者在任务前规划中使用 L1
Instructed second language acquisition Pub Date : 2024-05-15 DOI: 10.1558/isla.27488
Marina Galdeano Chasco, María del Pilar García Mayo
{"title":"L1 use in pre-task planning by child EFL learners","authors":"Marina Galdeano Chasco, María del Pilar García Mayo","doi":"10.1558/isla.27488","DOIUrl":"https://doi.org/10.1558/isla.27488","url":null,"abstract":"An important issue in studies on pre-task planning (PTP) is the language used by the participants, but only recently have researchers paid attention to this topic, with no study focusing on children. This study investigated whether the use of L1 or the L2 in PTP would have a different impact on children’s use of the third-person singular morpheme -s. Eighteen 11–12 year-old EFL children with elementary proficiency level worked on a dictogloss task in pairs. They were divided into an L1 PTP group, an L2 PTP group and a control group. The findings revealed that participants did focus their attention on the form of the L2 during the dictogloss stage but very little attention was paid to the target structure -s. However, the L1 PTP pairs produced more turns focused on L2 form and more LREs than the L2 PTP pairs during the PTP stage, which indicates that L1 use allowed these children to discuss problematic formal issues of the L2.","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":"123 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140977532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Facilitating acquisition of English sound linking with script-enhanced shadowing 通过脚本强化影子教学促进英语声音连接的习得
Instructed second language acquisition Pub Date : 2024-05-15 DOI: 10.1558/isla.26864
Sang Huynh, Nguyen Van Loi
{"title":"Facilitating acquisition of English sound linking with script-enhanced shadowing","authors":"Sang Huynh, Nguyen Van Loi","doi":"10.1558/isla.26864","DOIUrl":"https://doi.org/10.1558/isla.26864","url":null,"abstract":"This experimental study aimed to explore the effects of script-enhanced shadowing on consonant-vowel linking acquisition among EFL learners. Two groups of twenty-four Vietnamese EFL learners volunteered to participate in the study, with twelve for the experimental group (EG) and twelve for the comparison group (CG). While the EG was instructed to shadow the linking with an enhanced script, the CG used script shadowing to practise phoneme linking. Both were conducted online via Google Meet. A pre-test and a post-test were employed to collect quantitative data on the learners’ recognition and production of linking. Furthermore, semi-structured interviews were employed to explore their perceptions towards issues associated with shadowing online to explain the effects. Findings showed that script-enhanced shadowing outweighed script shadowing in effect on the learners’ perception of consonant-vowel linking. For production, the EG gained an improvement while the CG remained unchanged. But group comparison revealed no statistically significant difference in terms of this aspect. The results offer useful implications for using shadowing to facilitate the acquisition of phonological features and future research that employs script enhancement for shadowing. ","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":"130 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
'Instructed Second Language Acquisition Research Methods' By Laura Gurzynski-Weiss and YouJin Kim (eds) (2022) 指导性第二语言习得研究方法》 Laura Gurzynski-Weiss 和 YouJin Kim（主编） (2022)
Instructed second language acquisition Pub Date : 2024-03-25 DOI: 10.1558/isla.27678
Ilaria Borro
{"title":"'Instructed Second Language Acquisition Research Methods' By Laura Gurzynski-Weiss and YouJin Kim (eds) (2022)","authors":"Ilaria Borro","doi":"10.1558/isla.27678","DOIUrl":"https://doi.org/10.1558/isla.27678","url":null,"abstract":"Instructed Second Language Acquisition Research MethodsBy Laura Gurzynski-Weiss and YouJin Kim (eds) (2022).Amsterdam: John Benjamins Publishing Company, 388pp.","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Learners’ Preferred L2 Vocabulary Learning Modalities 学习者偏好的 L2 词汇学习模式
Instructed second language acquisition Pub Date : 2024-03-25 DOI: 10.1558/isla.23874
Nobuhiro Kamiya
{"title":"Learners’ Preferred L2 Vocabulary Learning Modalities","authors":"Nobuhiro Kamiya","doi":"10.1558/isla.23874","DOIUrl":"https://doi.org/10.1558/isla.23874","url":null,"abstract":"Under the framework of the cognitive theory of multimedia learning, this study examined how four modalities (iconic gestures, beat gestures, no gesture, audio) and learner modality preferences affect L2 vocabulary learning coupled with their relation to language aptitude. Sixty native or bilingual Japanese speakers watched video clips of sixty Spanish words under the above-mentioned four conditions six times. Their retention rate was measured immediately following the learning phase and after two weeks. The primary findings were (a) modalities had no relationship with the test scores; (b) learners preferred iconic gestures most; (c) modality preferences had a strong relationship to test scores; (d) the scores of their most preferred modality were significantly higher than those of other less-preferred modalities, and (e) the language aptitude score was correlated with modalities but not with modality preferences. This study suggests that learners may learn L2 vocabulary most efficiently when the modality matches their preferences.","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140381880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
'English Language Teaching Now and How It Could Be' Geoff Jordan and Mike Long (2022) 英语教学的现状与未来》 杰夫-乔丹和迈克-朗（2022 年）
Instructed second language acquisition Pub Date : 2024-03-06 DOI: 10.1558/isla.27798
Alessandro Benati
{"title":"'English Language Teaching Now and How It Could Be' Geoff Jordan and Mike Long (2022)","authors":"Alessandro Benati","doi":"10.1558/isla.27798","DOIUrl":"https://doi.org/10.1558/isla.27798","url":null,"abstract":"English Language Teaching Now and How It Could BeBy Geoff Jordan and Mike Long (2022)Newcastle-upon-Tyne: Cambridge Scholars Publishing, 315pp.","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":"23 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Engaging with written corrective feedback 参与书面纠正反馈
Instructed second language acquisition Pub Date : 2024-03-06 DOI: 10.1558/isla.26982
Waruni Iresha Ekanayaka, Rod Ellis
{"title":"Engaging with written corrective feedback","authors":"Waruni Iresha Ekanayaka, Rod Ellis","doi":"10.1558/isla.26982","DOIUrl":"https://doi.org/10.1558/isla.26982","url":null,"abstract":"This paper extends a similar study by Kim and Emeliyanova (2021) by comparing the effects of self-revision (R) and peer-discussion (D) on linguistic accuracy following semi-focused direct written corrective feedback WCF. The study involved three groups of low-intermediate English as a second language (ESL) learners in a Sri Lankan university. The two experimental groups (R and D) received semi-focused WCF on ten problem-solution writing tasks. The R group (n = 30) revised each task and the D Group B (n = 31) discussed corrections for each task in pairs. A Control group (n = 31) just completed the tasks without WCF. Grammatical accuracy in all ten tasks was measured using obligatory occasion analysis. Both experimental groups (but not the Control group) improved in accuracy over the ten tasks. The R group was consistently more accurate than the D with medium effect sizes but the difference was not statistically significant. Overall, the findings echo those reported by Kim and Emeliyanova. The results are discussed in terms of the writers’ cognitive, behavioural and attitudinal engagement with WCF, drawing on findings from an exit questionnaire and interviews. ","PeriodicalId":500478,"journal":{"name":"Instructed second language acquisition","volume":"44 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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