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Ammar, Ahlem; Spada, Nina – Studies in Second Language Acquisition, 2006
This quasi-experimental study investigated the potential benefits of two corrective feedback techniques (recasts and prompts) for learners of different proficiency levels. Sixty-four students in three intact grade 6 intensive English as a second language classes in the Montreal area were assigned to the two experimental conditions--one received…
Descriptors: Second Language Learning, Feedback (Response), Prompting, Language Proficiency
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Lightbown, Patsy M.; Spada, Nina – Canadian Modern Language Review, 1997
Describes a school in Quebec, in which students enrolled in an intensive English-as-a-Second-Language program (ESL) use English in a variety of communicative interactions inside and outside the ESL classroom. Assessment of students' performance indicates that they achieve higher levels of English than comparable students in other intensive ESL…
Descriptors: Academic Achievement, Elementary School Students, English (Second Language), Foreign Countries
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Spada, Nina – Studies in Second Language Acquisition, 1986
Forty-eight adult learners from three intermediate-level ESL classes participated in a study investigating the effects that differences in learners' out-of-class contact with the second language might have on proficiency. Results indicated that learners' informal contact interacted with differences in instruction to produce variation in…
Descriptors: Adult Learning, Analysis of Covariance, Class Activities, Classroom Environment
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Spada, Nina; Lightbown, Patsy M. – TESL Canada Journal, 1989
Reports on a study designed to investigate the second language development of francophone children in an experimental intensive English-as-a-Second-Language (ESL) program in Quebec. Results indicated that subjects outperformed students in regular ESL programs on listening and reading comprehension tests and in oral fluency and had more positive…
Descriptors: Comparative Analysis, English (Second Language), Foreign Countries, French